Behavioral RTI—Tiers 1–3 - Amazon Web...

Behavioral RTI—Tiers 1–3(Slides)

Chris Weber

Behavioral RTI—Tiers 1–3

Chris Weber

Our Progress as a Profession— Taking Collective Responsibility for…

•  Learning, not teaching

•  Helping students behave positively

•  Helping students self-regulate

Students at Risk

A student is at risk because of

deficits in…

Academic Skills

Social Behaviors

Academic Behaviors

© Buffum, Mattos, & Weber 2012. solution-tree.com.Reproducible. 4291

Academic Skills •  Reading •  Number sense •  Writing

Social Behaviors •  Disruption •  Defiance •  Physical contact •  Inappropriate

language •  Attendance

Academic Behaviors •  Metacognition •  Self-concept •  Self-monitoring •  Motivation •  Strategy formation •  Volition control strategies

Students at Risk

The Foundations of a Pyramid of Behavior Interventions

PBIS PLC at Work PRTI

Table Talk

•  How immediate of a need is behavior at your site?

•  How consistently and systematically are positive behaviors reinforced?

© Buffum, Mattos, & Weber 2012. solution-tree.com.Reproducible.4302

“Behavior and academic achievement are inextricably linked. A student’s academic success in school is directly related to the student’s attention, engagement, and behavior. “The higher the expectation for scholarly behaviors and the better the supports for students experiencing difficulties—whether mild, moderate, or severe—the more academic success can be achieved.”

—Buffum, Mattos & Weber, Pyramid Response to Intervention: RTI, Professional Learning Communities, and How to Respond

When Kids Don’t Learn (2009)

Guiding Questions to Building a Pyramid of Behavior Interventions •  Do we accept responsibility for ensuring that all students reach high

levels of academic and behavioral achievement?

•  Do we accept responsibility for modeling the behavior we want to see?

•  Do accept that there are no silver bullets, and that numerous strategies and supports will be necessary?

•  Do we recognize that students most at risk will require significant time and creative supports?

•  Does everyone in your school agree on “why we are here”?

•  Do we recognize that relationships are critical and that we must foster them?

•  Do all staff members completely believe in their own ability to make a difference for every student?

•  Are we committed to predicting potential student behavioral difficulties and willing to proactively prevent them?

•  Is there a consistent, agreed-upon, and implemented set of schoolwide expectations for appropriate student behavior?

•  Are there clear, organized, and systematic schoolwide systems to support the schoolwide expectations?

•  Do classroom management plans match those in place for schoolwide expectations?

•  Do school leaders communicate behavioral issues to all stakeholders and adequately follow through and follow up?

Guiding Questions to Building a Pyramid of Behavior Interventions


•  Are there individual student support options in place?

•  Do procedures in the office support the schoolwide, classroom, and individual plans?

•  Does a schoolwide behavior team meet regularly to identify students, diagnose needs, discuss supports, and monitor the progress of students?

•  Do you know, with measurable evidence, that the individual, classroom, and schoolwide supports are making a difference?

•  If supports are not serving students, are we willing to try something new until we’re successful?

Guiding Questions to Building a Pyramid of Behavior Interventions

Table Talk

•  Review and force rank the 17 guiding questions from weakest to strongest responses for your site.

•  What steps can you take to meet your biggest challenge?

PLC at Work and a Pyramid of Behavior Interventions

•  Collaboration is more critical to behavior than academics.

•  In academics, we can focus on Tiers 2 and 3 while tackling Tier 1, which is more critical and will take more time to substantively change. This is not so in behavior.


go.solution-tree.com/behavior

Seven Keys to Positive Learning Environments

1.  Common expectations 2.  Targeted instruction 3.  Positive reinforcement

4.  Support strategies and interventions 5.  Collaborative teams

6.  Data-driven dialogue

7.  Schoolwide system approach

Positive Learning Environments

Rating the Seven Keys

4: Consistent and effective

3: Fairly consistent and generally effective

2: Inconsistent and occasionally effective

1: Not present or observable


Common Expectations

•  School rules, codes of conduct, and mission statements have been condensed into a few easy-to-remember, positively phrased common words or phrases.

•  Behavior expectations are linked to academic expectations.

•  Students, staff, and parents know the expectations. –  Everyone in the school uses this common language.

•  Kids know the expectations. –  Adults model them.

Behavior Matrix


Review and Reflect

•  Rate your school in relation to common expectations.

•  What are areas of relative strength?

•  What might be next steps?

Targeted Instruction

•  Schoolwide expectations are taught directly by all staff to all students.

•  Students are given opportunities to develop, practice, and demonstrate appropriate social skills.

•  Common expectations are reviewed regularly, practiced often, and recognized and rewarded when displayed correctly.

•  Social skills are taught the same as academic skills: demonstrate, practice, review, and celebrate.


Review and Reflect

•  Rate your school in relation to targeted instruction.



Positive Reinforcement •  Catch kids being good. (Don’t bribe). Acknowledge. •  Timely and specific feedback is critical to improved learning.

•  The words we use…

•  Reward the behavior. •  School staff members who are uncomfortable with tokens

and rewards concentrate on students for displaying positive social and academic skills.

•  Behaviors that we wish to see more commonly displayed are intentionally and systemically (in the same manner, the same frequency, and for the same reasons) reinforced.


Review and Reflect

•  Rate your school in relation to positive reinforcement.



Support Strategies and Interventions

•  Check in/check out

•  Mentoring •  Community service •  Analyzing the function of behavior

Tiers 2 and 3

•  Identifying

•  Diagnosing

•  Supporting

•  Monitoring


Identifying Student Risk Screening Scale—SRSS

Identifying Student Internalizing Behavior Screening Scale—SIBSS

Diagnosing: Behavior and Academics

•  Academic and behavior needs are interrelated.

•  Few behavior problems exist that do not have contributing academic antecedents.

•  Academic and behavior supports can and should be implemented together.


Diagnosing: Antecedents—FBA




Diagnosing: Antecedents

A Antecedent

B Behavior

C Consequence

What are the antecedents that may have caused the behavior?

What is the behavior being analyzed?

What are the consequences of the behavior for the student?

Academic Behaviors

•  Self-regulatory strategies –  Assessment tool

–  Problem-solving tool

•  Attention –  Screen

–  Strategies

Supporting and Monitoring Behavior Contracts, Mentoring, and Check In/Check Out

•  Check in

•  Check out

•  Student mentors


Community Service

•  Not part of the negative consequence

•  Part of the reteaching

Intervention Groups

•  Similar to academic interventions

•  Focus on specific skills.

•  Teach and build pro-social replacement behaviors.

•  Build maintenance and generalization strategies.

•  Attend to possible function of the problem behavior.


Review and Reflect

•  Rate your school in relation to support strategies and interventions.



Collaborative Teams •  When a student’s behavior escalates, a schoolwide team

exists to organize supports.

•  The team, with parent involvement, develops an individual plan specific to the needs of that child.

•  Observations and behavior data are analyzed.

•  Plans are specific, observable, and measurable and include consistent follow up.

•  Every staff member behaves collaboratively, cooperatively, and is willing to compromise to help all students in all situations.


Review and Reflect

•  Rate your school in relation to collaborative teams.



Data-Driven Dialogue

•  Systems for data collection are in place to track schoolwide behavior and academic progress.

•  The quality and quantity of data may be different in order to better inform decision making.

•  The information collected is specific enough to generate baseline data, trends, and patterns of behavior for individual students.

•  Information is shared with staff and used in proactive ways to adjust, modify, reteach, and celebrate.


Sample BDF

swis.org


Review and Reflect

•  Rate your school in relation to data-driven dialogue.



Schoolwide System Approach •  Systems are in place to ensure that the pyramid of behavior

interventions works consistently throughout the whole school.

•  Students, staff, and parents know how the system works.

•  Administrators model high expectations and devote time to—and place a priority on—social skills.

•  The systems are secure enough to withstand staff changes, yet flexible enough to accommodate changes in situations and circumstances as they arise.


Review and Reflect

•  Rate your school in relation to schoolwide system approach.



Thank You!

Behavioral RTI—Tiers 1–3

Chris Weber

[email protected]

@Chi_educate

Christopher Weber

https://public.me.com/chrisaweber


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