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Dodge City Public Schools

Climate and Culture Goals 2025-2029 Goal #2

SMART Goal #2: Tiered Behavior and Social-Emotional Supports (BSEL)

Goal:
By May 2029, increase the district’s overall Behavior/Social-Emotional Learning (BSEL) section score on the Inclusive MTSS Implementation Scale (IMIS) from 76% to 85%, moving the district from “mostly in place” toward “fully in place” across all BSEL components (behavior, SEL, and interventions). This goal will strengthen Tier 1–3 fidelity, staff capacity, and family engagement to support a positive and emotionally safe learning environment.

Action Steps:

  1. Leadership Visibility & Communication: Building administrators will develop BSEL and MTSS behavior plans each year and regularly update staff on building-level progress toward the 2029 goal. Each update will highlight Tier 1 fidelity and Tier 2/3 implementation growth.
  2. Strengthen MTSS Structures: Ensure every school has clear Tier 1 expectations, consistent Character Strong instruction, and accessible Tier 2/3 supports. Each building’s MTSS team will meet monthly to analyze BSEL, behavior, and attendance data to inform targeted interventions.
  3. Data-Informed Decisions: Use multiple data sources—behavior, SEL, attendance, and IMIS—to identify trends and target professional learning. Data dashboards will guide building leaders in determining next steps and staff support needs.
  4. Capacity Building: Provide annual training for l staff in CPI, classroom management and evidence-based Tier 2/3 interventions. Buildings below 80% on BSEL indicators will receive targeted coaching support.
  5. Family Collaboration: Strengthen family engagement in BSEL by implementing communication plans that include parent education on SEL strategies, family check-ins during Tier 2/3 interventions, and tools for home-school collaboration.

 

Additional Focus: Character Strong Implementation

  1. Character Strong Fidelity: Ensure Character Strong is implemented consistently across all tiers with intentional reinforcement of its core themes—empathy, resilience, and responsibility—within classroom instruction, advisory, and flex periods.
  2. Use of Support Staff: Utilize CARES Team members, counselors, MHIT staff, and classified personnel to support Tier 2 and Tier 3 implementation of Character Strong lessons, success plans, and individual SEL interventions.
  3. Ongoing Administrative Monitoring: Principals and assistant principals will conduct regular walkthroughs and check-ins to observe Character Strong delivery, provide feedback, and celebrate examples of high-fidelity implementation.
  4. Resource Alignment: Provide teachers with Character Strong pacing guides, lesson reflections, and SEL resource materials. Ensure each building’s BSEL plan clearly identifies how Character Strong supports Tier 1 and 2 expectations.
  5. Staff Alignment & Focus: Ensure all staff understand the district’s BSEL goals and Character Strong’s role in achieving them. Reinforce key messages during staff meetings, PLCs, and coaching sessions to sustain consistency and focus across all buildings.