4 Steps for Driving Social, Emotional and Behavior Supports Within an MTSS
Research shows that social-emotional behavior (SEB) functioning is critical to academic success. To realistically and sustainably meet all students' SEB needs, educators need the right data and the right tools to integrate SEB supports into their Multi-Tiered System of Support (MTSS).
Click on the 4 steps below to learn more
Step 1: Identify
CASEL (Collaborative for Academic, Social, and Emotional Learning) has identified five areas of social-emotional competence that support student learning and development. The Social, Academic, Emotional Behavior Risk Screener (SAEBRS) helps educators measure students' skill levels with each competency to identify the universal needs of all students and pinpoint students who need additional supports.
Click on the elements in the CASEL wheel below to learn more about how SAEBRS assesses CASEL's competencies.
Self-Management
Ability to manage one's emotions, thoughts, and behaviors effectively in different situations and to achieve goals.
Self-Awareness
Ability to understand one's emotions and how they influence behavior.
Responsible Decision-Making
Ability to make caring and constructive choices about personal behavior and social interactions across diverse situations.
Relationship Skills
Ability to establish and maintain healthy and supportive relationships with diverse individuals and groups.
Social Awareness
Ability to understand the perspectives of and empathize with others.
Independently adapted from CASEL's SEL Framework.
©2020 CASEL. All rights reserved. www.casel.org.
To identify how well developed self-management skills are in students, ask yourself:
Academic Behavior
- How prepared are they for instruction?
- Do they complete their work on time?
- Do they have difficulty working independently?
- Are they organized?
Emotional Behavior
- How well do they adapt to change?
- Do they have difficulty rebounding from setbacks?
To identify how well developed self-awareness skills are in students, ask yourself:
Emotional Behavior
- How well do they adapt to change?
- Do they have difficulty rebounding from setbacks?
- Are they withdrawn or appear worried?
- Do they tend to have a positive attitude?
To identify how well developed responsible decision-making skills are in students, ask yourself:
Academic Behavior
- How prepared are they for instruction?
- Do they complete their work on time?
- Do they have difficulty working independently?
- Are they organized?
Social Behavior
- How well do they cooperate with their peers?
- Do they have trouble controlling their impulses?
- Do they display socially appropriate responses toward others?
To identify how well developed relationship skills are in students, ask yourself:
Social Behavior
- How well do they cooperate with their peers?
- Do they have trouble controlling their impulses?
- Are they argumentative?
- Do they display socially appropriate responses toward others?
To identify how well developed social awareness skills are in students, ask yourself:
Social Behavior
- How well do they cooperate with their peers?
- Do they have trouble controlling their impulses?
- Are they argumentative?
- Do they display socially appropriate responses toward others?
Step 2: Analyze
Work as a team to analyze the data and develop a plan for aligning targeted SEB supports at all tiers.
Pinpoint Tier 1 needs and create a Tier 1 action plan that aligns intensification by asking key questions
District & School Administration
"Are students meeting grade level benchmarks?"
School Psychologist
"Are there Tier 1 SEB needs we should address first? How can we provide the right SEB supports to all students?"
Teacher
"What should I do to support the SEB needs of my whole class?"
Identify students for Tier 2 and Tier 3 SEB supports and assign group & individual intervention plans
Interventionist
"Which students should receive a Tier 2 or Tier 3 SEB intervention? Which intervention?"
Built-in student plan templates live inside eduCLIMBER—alongside all other student data—and drive collaborative decision making around student supports. Use a pre-built plan template or design your own. The right student data are automatically pulled into the plan, including FastBridge screening data.
Step 3: Implement
With a plan in place, implement your Tier 1 intensifications and Tier 2 / Tier 3 interventions with fidelity.
Record Behavior Incident Data
District & School Administration
"Are our SEB programs improving well-being and academic outcomes?"
eduCLIMBER's built-in behavior incident tracking and reporting helps you explore trends across different types of behavior incidents, including positive behaviors, majors (office-managed), and minors (classroom-managed). Examine patterns in administrative responses, antecedents, motivations, location, and time of day.
Collect frequent progress monitoring data and track intervention fidelity & participation
School Psychologist
"How are the students who are receiving a Tier 2 or Tier 3 SEB intervention improving? Are our interventions effective?"
Interventionist
"What SEB interventions have been used in the past with these learners? Were they effective?"
Teacher
"Which students need additional SEB supports to succeed in learning? What supports do they need?"
Step 3: Evaluate
Use data to evaluate what's working, celebrate areas of success, and guide adjustments where needed.
Screen all students for SEB needs in the next screening period and evaluate Tier 1 intensification effectiveness at the individual and programmatic level
District & School Administration
"Are our SEB programs improving well-being and academic outcomes?"
eduCLIMBER's built-in intervention analytics aggregates on-track status and ROI and then disaggregates the data by school, grade, intervention, and tier. This allows educators to isolate effective interventions to amplify and potentially move into Tier 1 practices and identify ineffective or unused interventions to potentially discontinue.
Evaluate intervention effectiveness for students, groups and of overall program strategies
School Psychologist
"What Tier 2 and Tier 3 interventions should we consider moving into Tier 1?"
Interventionist
"Should I continue, change, or fade this student's SEB intervention?"
Teacher
"Are particular groups of students struggling the most? If so, why?"
Ready to learn more?
Bolster your data-driven SEB supports with valid and reliable SEB assessments combined with MTSS collaboration and management tools.