DE-MTSS: ISLA
Instructional and Restorative Alternatives
to Exclusionary Discipline
Session 1 - February 24
DE-MTSS Technical Assistance Center
The Delaware Multi-Tiered System of Support TA Center proudly serves as a technical assistance provider for the
Delaware Department of Education.
Our TA Center provides professional learning and coaching to support the academic and nonacademic development of all children.
Defining MTSS in Delaware
DE-MTSS is a framework designed to meet the needs of the whole child through an integrated, multilevel prevention system that optimizes team-based leadership and data-driven decision making to meet the academic and nonacademic needs of all students. High quality core academic instruction and non-academic practices are provided as universal supports to all children. Evidence-based intervention and supports are matched to student needs and informed by ongoing progress monitoring and additional formative assessments.
Grounding in our why’s
How do our students, teachers, and communities benefit from decreasing exclusionary discipline practices?
Layers of Support within the ISLA Model include…
Prevent Practices | Teach Practices | Respond Practices |
Today’s session will provide…
More tools to share with educators for preventing behaviors of concern from escalating in the classroom (Tier 1 reminders)
More understanding of the preventive and responsive ISLA Model specifically
Brainstorming opportunities for how to bring the ISLA Model to your LEA/school
Leaning Into our Whys
Exclusionary Discipline can result in:
Today’s session anchor is ….
This brief outlines the five components of the ISLA model, as well as steps that school and district teams can take to begin implementing these practices within their MTSS/positive behavioral interventions and supports framework.
Building On What We Know Works
ISLA (Inclusive Skill-building Learning Approach) provides schools with an organization for naming and adopting strategies that classroom teachers and other supportive adults in the building can work on in tandem to help students stay in the classroom for instruction or positively re-engage after a break, when needed.
The ISLA School-Wide/Tier 1 Model for Schools
Layers of Support to Successfully Implement ISLA
Teaming for SW Tier 1 Implementation of ISLA Model
ISLA Teaming
ISLA Team Guide Implementation:
Data-based decision making embedded supports in school system
School MTSS/Leadership/Improvement Team(s)
Grade-Level Teams
Content-Specific
Teams
All Teachers, Adults, and Classrooms Utilize ISLA
Role-Specific
Teams
ISLA Session Note-Catcher
The ISLA Model: Layer 1
ISLA: Layer 1
Preventative
Classroom
Practices
Building Relationships
Intentional Supports
ISLA - Layer 1: Preventative Classroom Practices - WOW
Preventative
Classroom
Practices
ISLA WOW Strategies
Welcome Students at the Door
Own Your Classroom Environment
Wrap Up With Intention
ISLA - Layer 1 - WOW: Welcome Students at the Door
Welcome Students at the Door
By Name…
Cook and Colleagues (2018)
Student Engagement
20%
Disruptive Behavior
9%
ISLA: WOW: Welcome Students at the Door
ISLA - Layer 1: Preventative Classroom Practices - WOW ISLA Supporting Videos & Resources.pdf
All (4:03)
Elementary (0:47)
Middle
(1:01)
High
(1:03)
* How are we making this happen?
* What do we need to help make this happen?
WOW: Welcome Students at the Door
ISLA - Layer 1 - WOW: Owning Your Classroom Environment
Establish, teach, and practice classroom routines and procedures.
Teach routines at the beginning of the school year sets students up for success in the classroom.
Student Engagement
Disruptive Behavior
Yearlong Improved Progress
(Oliver et al., 2011)
Resource Reminder: 5 Instructional practices to BOOST engagement and accelerate learning
A resource designed to help you and your staff implement 5 evidence-based instructional practices in 3 steps:
ISLA - Layer 1 - WOW: Owning Your Classroom Environment
Curious: Where do “mistakes” show up in your rules & routines?
ISLA - Layer 1 - WOW: Wrap Up with Intention
Create opportunities for students to self-regulate emotions and unwanted behaviors associated with the sometime-chaotic nature of transition times.
Maintain Strong
Relationships
Community
(Verschueren & Koomon, 2012).
Predictable
Routine
Opportunities
To Assess
ISLA: WOW: Wrap Up with Intention
ISLA: Layer 1: Preventive Classroom Practices Fidelity Resource
Looking Ahead: How can we support teachers to develop their WOW strategies for the 25-26 SY?
Here and Now: How can we recognize teachers who are still leveraging WOW strategies to finish up this SY?
The ISLA Model: Layer 2
ISLA - Layer 2: In-Class Effective Responses to Behavior
In-Class Effective Responses to Behavior
Effective Responses to Behavior Consider
the Whole Child, including Function of Behavior
ISLA - Layer 2: In-Class Effective Responses to Behavior
ISLA - Layer 2: In-Class Effective Responses to Behavior
We want to figure out
WHAT IS BEING COMMUNICATED & WHY IT BEING COMMUNICATED THIS WAY
ehavior
ISLA - Layer 2: In-Class Effective Responses to Behavior
…by noticing what happens before a behavior ANTECEDENT
…by noticing what happens after a behavior CONSEQUENCE
Help figure out the
WHAT & WHY…
ISLA - Layer 2
ISLA - Layer 2: In-Class Effective Responses to Behavior
Calm and respectful
Discreet
Focused on skill building
ISLA - Layer 2: In-Class Effective Responses to Behavior
ISLA - Layer 2: In-Class Effective Responses to Behavior
ISLA Supporting Videos & Resources.pdf
Elementary (2:17)
Middle
(9:12)
High
(8:33)
ISLA - Layer 2: Breaks
Take some time, give some time
ISLA - Layer 2: Breaks
Take some time, give some time
Activity: Review & Reflect
ISLA Supporting Videos & Resources.pdf
Breakout Time
Sharing & PERSONAL Note-Catching
What, if any, procedures do teachers have in place to give students breaks in class your school/LEA?
What ideas did I hear from others?
What ideas did I share with others?
ISLA - Layer 2: In-Class Supports
Training & Supporting Effective Responses
How can we support teachers to do this?
Where do these folks come in to help teachers?
In-Class Effective Responses to Behavior
ISLA - Layer 2: In-Class Supports
Training & Supporting Effective Responses
How can we support teachers to do this?
Where do these folks come in to help teachers?
In-Class Effective Responses to Behavior
Grounding Students w/a Grounded Staff
ISLA Session #2
Next Monday
March 3rd
3:00 - 4:30 pm
Invite Colleagues
The ISLA Model - Layers 3 & 4 - Session 2 March 3rd (3-4:30)
Considering the opportunities in and outside the classroom
Shifting from Chaos to a System
ISLA: Layer 3: Out-Of-Class ISLA Supports
Steps
Triage (1)
Debrief (2)
Behavior Skills Coaching (3)
Reconnection Conversations (4)
Classroom Re-Entry (5)
Related Resources
DE-MTSS TA Center
https://www.delawarepbs.org/pd/tier-1-universal-school-wide-framework/ (Tier 1 Resources Professional Learning, Tools & Forms)
https://www.delawarepbs.org/what-educators-can-do/ (5-Point Guide for Promoting Equity)
National Resources:
Integrating Restorative Practices into Multi-tiered Systems of Social Emotional Behavioral Support (Conference Presentation)
Thank you for joining us today and for ALL that you do!
And please know that your feedback matters!