Response to Intervention for Behavior
description
Transcript of Response to Intervention for Behavior
Response to Intervention Response to Intervention for Behaviorfor Behavior
Team Training StrategiesTeam Training Strategies
ObjectivesObjectives
Define RtI for Behavior (RtIB)Define RtI for Behavior (RtIB) Review Behavior Data Sources Review Behavior Data Sources Examine RtIB Tier Process and ProceduresExamine RtIB Tier Process and Procedures Identify Behavioral InterventionsIdentify Behavioral Interventions Apply the Problem solving Process to Case Apply the Problem solving Process to Case
StudiesStudies Discuss Next StepsDiscuss Next Steps
What Is RtI for Behavior (RtIB)What Is RtI for Behavior (RtIB)
RtI for Behavior (RtIB) provides a data RtI for Behavior (RtIB) provides a data based problem solving, multi-tiered based problem solving, multi-tiered approach that aims to prevent approach that aims to prevent inappropriate behavior and teach and inappropriate behavior and teach and reinforce appropriate behaviors.reinforce appropriate behaviors.
What Is RtI for Behavior (RtIB)What Is RtI for Behavior (RtIB)
RtIB meets the needs of students and families by:Creating a safe and positive school climate Increasing academic engagement and motivation
to learn Using data to design, implement and monitor
interventionsCreating school-wide policies, expectations, and
processes
Responding toResponding toBehavior: TraditionallyBehavior: Traditionally
Reactive/Consequence StrategiesReactive/Consequence Strategies Office referral, detention, suspensions, etc.Office referral, detention, suspensions, etc. Used to try to teach the “right way”Used to try to teach the “right way” May actually reinforce the behavior of concernMay actually reinforce the behavior of concern
Restrictive and segregated settingsRestrictive and segregated settings
Traditional Discipline versus RtIB
Traditional Discipline:
Focused on the student’s problem behavior
Goal is to stop undesirable behavior through the use of punishment
Positive Behavior Support:
Replaces undesired behavior with a new behavior or skill
Alters environments Teaches appropriate skills Rewards appropriate
behavior
Time Cost of a Discipline Referral(Averaged to 45 minutes per incident)
1000 Referrals/yr
2000 Referrals/yr
Administrator Time
500 Hours 1000 Hours
Teacher Time 250 Hours 500 Hours
Student Time 750 Hours 1500 Hours
Totals 1500 Hours
LOST!
3000 Hours
LOST!
Who from the Leadership Team Who from the Leadership Team Facilitates RtIB ???Facilitates RtIB ???
AdministratorAdministrator School PsychologistSchool Psychologist School Social WorkerSchool Social Worker Guidance CounselorGuidance Counselor TRUST SpecialistTRUST Specialist Behavior Management TeacherBehavior Management Teacher School-based Professional Development LiaisonSchool-based Professional Development Liaison Team LeadersTeam Leaders
Behavior Data SourcesBehavior Data Sources
Student At Risk Profile Student At Risk Profile Report (T-0515P71-01) Report (T-0515P71-01)
Suspensions reports Suspensions reports Attendance reports Attendance reports Truancy reports Truancy reports School climate survey School climate survey Course failuresCourse failures Conduct grades Conduct grades SCM reports SCM reports
Tier 1: Core Curriculum/Universal Interventions•All settings, all students•Preventive, proactive
Tier 2: SupplementalInterventions•Some students (at-risk)•High efficiency•Rapid response
Tier 3: Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity•Of longer duration
Tier 1•Progress monitoring data/response to intervention
•Implementation fidelity
•ODRs, teacher nominations, attendance, walkthroughs
•School-wide screening
Tier 2•Progress monitoring data/response to intervention
•Implementation fidelity
•ESE referrals
Tier 3•Direct observations
•Progress monitoring data/response to intervention
•Implementation fidelity
RTIContinuum of Support for
ALL
Dec 7, 2007
Science
Soc Studies
Reading
Math
Soc skills
Basketball
Spanish
Label behavior…not people
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Levels of Support for BehaviorLevels of Support for Behavior
Tier 3: Few Students
Tier 2: Small Groups of Students
Tier 1: All Students
Tier ITier I
RtIB Tier IRtIB Tier I
Tier 1 is for all students.Tier 1 is for all students. The goal of RtIB at the Tier 1 level is the The goal of RtIB at the Tier 1 level is the
prevention of problem behavior and prevention of problem behavior and promotion of positive behavior by promotion of positive behavior by establishing processes that should facilitate establishing processes that should facilitate success for at least 80% of the students. success for at least 80% of the students.
RtIB Tier I ComponentsRtIB Tier I Components
An effective Tier 1 process requires:An effective Tier 1 process requires: District and school missions with a clear and purposeful District and school missions with a clear and purposeful
leadership that is committed to coordinating the leadership that is committed to coordinating the implementation of evidence-based behavioral practicesimplementation of evidence-based behavioral practices
An established process for consensus buildingAn established process for consensus building A data-based decision making system through the four A data-based decision making system through the four
step problem solving processstep problem solving process Established procedures for teaching expected behaviorsEstablished procedures for teaching expected behaviors On-going monitoring and evaluation efforts linked to On-going monitoring and evaluation efforts linked to
professional development needs and disseminated to professional development needs and disseminated to stakeholdersstakeholders
Universal Support
As a system-wide Universal Support effort in schools, positive behavior support consists of expectations, rules, routines, and physical arrangements that are developed and taught by school staff to prevent initial occurrences of problem behavior
What will RtIB look like in our school? Data will be used to help track progress and
identify areas to target for intervention
Discipline referral Processes & Procedures will be Consistent throughout the school
The school will develop and use school-wide Expectations & Rules in settings across campus to Teach students appropriate behavior
A Reward System will be used to encourage and model appropriate behavior and Effective Consequences will be developed and used to discourage inappropriate behavior.
School-Wide ExpectationsSchool-Wide Expectations
Definition: Definition: A list of broad, positively stated behaviors A list of broad, positively stated behaviors
that are desired of all faculty and students that are desired of all faculty and students These expectations should be in line with These expectations should be in line with
the school’s mission statement and should the school’s mission statement and should be taught to all faculty, students, and be taught to all faculty, students, and families families
When Identifying ExpectationsWhen Identifying Expectations Consider existing data summaries:Consider existing data summaries:
DisciplineDiscipline AcademicAcademic
Identify common goals:Identify common goals: Mission StatementMission Statement Other School-Based ProgramsOther School-Based Programs
Identify characteristics of an ideal student Identify characteristics of an ideal student Can be helpful with faculty buy-inCan be helpful with faculty buy-in
Guidelines forGuidelines forIdentifying ExpectationsIdentifying Expectations
Identify behaviors expected of Identify behaviors expected of all all students students and staff in and staff in allall settings settings
Select 3 to 5 behaviorsSelect 3 to 5 behaviors State expectations in positive termsState expectations in positive terms Select expectations that are general Select expectations that are general
enough to be applicable in multiple settings, enough to be applicable in multiple settings, but specific enough to be of assistance in but specific enough to be of assistance in generating rules for targeted settingsgenerating rules for targeted settings
Which Guidelines Were Which Guidelines Were NotNot Followed in Followed in These ExamplesThese Examples?
Don’t runDon’t run Raise your hand and wait to be Raise your hand and wait to be
recognized before speakingrecognized before speaking Be goodBe good No talkingNo talking Stay in your seatStay in your seat Act like ladies and gentlemenAct like ladies and gentlemen
Rules for Unique SettingsRules for Unique Settings
Definition:Definition:Specific skills you want students to Specific skills you want students to
exhibit and the procedures you want exhibit and the procedures you want students to follow in specific settingsstudents to follow in specific settings
How Are Expectations How Are Expectations and Rules Similar?and Rules Similar?
Both should be limited in number (3-5)Both should be limited in number (3-5) Both should be positively statedBoth should be positively stated Both should be aligned with the school’s Both should be aligned with the school’s
mission statement & policiesmission statement & policies Both should clarify criteria for successful Both should clarify criteria for successful
performanceperformance
How Rules are DifferentHow Rules are Different
Rules describe specific behaviors:Rules describe specific behaviors: ObservableObservable MeasurableMeasurable
Rules may apply to a limited number Rules may apply to a limited number of settingsof settings
Rules clarify the SW-Expectations for Rules clarify the SW-Expectations for specific settingsspecific settings
Which Ones Are Expectations?Which Ones Are Expectations?Which Ones Are Rules?Which Ones Are Rules?
Be considerateBe considerate Place food items in their proper containersPlace food items in their proper containers Remain seated during instructionRemain seated during instruction Use an inside voiceUse an inside voice Be a problem solverBe a problem solver Keep all four legs of your chair on the floorKeep all four legs of your chair on the floor
Guidelines for Creating RulesGuidelines for Creating Rules
Select Select NO MORE THAN 5NO MORE THAN 5 rules for each rules for each setting on campussetting on campus
Rules should be observable, measurable, Rules should be observable, measurable, positively stated, & enforceablepositively stated, & enforceable
You do not need to create a rule for each You do not need to create a rule for each expectationexpectation
USE YOUR DATAUSE YOUR DATA to determine the problems to determine the problems you are experiencing most in those locationsyou are experiencing most in those locations Non-Example: “Chew with your mouth closed.”Non-Example: “Chew with your mouth closed.”
Once you have developed expectations and Once you have developed expectations and rules, it is not enough to just post words on rules, it is not enough to just post words on
the walls of the school…the walls of the school…
YOU MUST TEACH THEM CONSISTENTLY ACROSS
CAMPUS!
My School’sExpectations…
1. Be Safe2. Be Responsible3. Be Respectful
“If a child doesn’t know how to read, we teach.”
“If a child doesn’t know how to swim, we teach.”
“If a child doesn’t know how to multiply, we teach.”
“If a child doesn’t know how to drive, we teach.”
“If a child doesn’t know how to behave, we… …teach? …punish?”
“Why can’t we finish the last sentence as automatically as we do the others?”
(Herner, 1998)
Why Develop aWhy Develop aSystem for Teaching Behavior?System for Teaching Behavior?
Behaviors are prerequisites for academicsBehaviors are prerequisites for academics Procedures and routines create structureProcedures and routines create structure Repetition is key to learning new skills:Repetition is key to learning new skills:
For a child to For a child to learn something newlearn something new, it needs to be , it needs to be repeated on average of 8 timesrepeated on average of 8 times
For a child to For a child to unlearn an old behaviorunlearn an old behavior and replace with a and replace with a new behavior, the new behavior must be repeated on new behavior, the new behavior must be repeated on average 28 times average 28 times (Harry Wong)(Harry Wong)
Tier I Interventions: Teaching Tier I Interventions: Teaching Appropriate BehaviorAppropriate Behavior
Behavioral Interventions in M-DCPSBehavioral Interventions in M-DCPSBullying / Violence Prevention CurriculumBullying / Violence Prevention CurriculumM-DCPS Alternative to Suspension Program M-DCPS Alternative to Suspension Program
(ASP)(ASP)Crisis Prevention PlanningCrisis Prevention PlanningLEAPSLEAPSPositive Behavior Support (PBS)Positive Behavior Support (PBS)CHAMPSCHAMPS
Why Develop aWhy Develop aSystem for Teaching Behavior?System for Teaching Behavior?
We must assume:We must assume: Students will require different curricula, Students will require different curricula,
instructional modalities, etc… to learn appropriate instructional modalities, etc… to learn appropriate behaviorbehavior
We need to teach expectations/rules and We need to teach expectations/rules and appropriate behaviors as effectively as we teach appropriate behaviors as effectively as we teach academic skillsacademic skills
Why Develop aWhy Develop aSchool-Wide Reward System?School-Wide Reward System?
Rewards are effective when: Rewards are effective when: used to build new skills or sustain desired skillsused to build new skills or sustain desired skills used with used with contingentcontingent delivery of rewards for delivery of rewards for
specific behaviorspecific behavior gradually faded over timegradually faded over time
Akin-Little, Eckert, Lovett, Little, 2004Akin-Little, Eckert, Lovett, Little, 2004
Why Develop aWhy Develop aSchool-Wide Reward System?School-Wide Reward System?
The immediate reward acts as a teaching tool for desired behavior Focuses staff & student attention on desired behaviors
The immediate reward is a bridge to long-term reward The immediate reward increases likelihood of repeating
the desired behavior Fosters a positive school climate Reduces the need for engaging in time-consuming disciplinary measures
Access to long-term reward increases the power of the immediate reinforcer
Reward System GuidelinesReward System Guidelines Reward contingent on desired behaviorReward contingent on desired behavior Clearly define and train staff and students on Clearly define and train staff and students on
the criteria for earning a rewardthe criteria for earning a reward Encourage staff to reward students outside Encourage staff to reward students outside
of their classroom in common areasof their classroom in common areas Plan for encouraging and monitoring staff Plan for encouraging and monitoring staff
use of the reward systemuse of the reward system Keep it SimpleKeep it Simple
Reward System GuidelinesReward System Guidelines Rewards should target 80% - 90% of Rewards should target 80% - 90% of
studentsstudents Rewards should be portable and/or easy to Rewards should be portable and/or easy to
use in multiple settings across school use in multiple settings across school campuscampus
Reward frequently in the beginningReward frequently in the beginning Rewards should be varied to maintain Rewards should be varied to maintain
student intereststudent interest Opportunities for naturally occurring Opportunities for naturally occurring
reinforcement are still provided and reinforcement are still provided and encouragedencouraged
RtIB in the ClassroomRtIB in the Classroom
Classroom-Level RtIB provides tools that:Classroom-Level RtIB provides tools that:Support classroom teachers in embedding Support classroom teachers in embedding
RtIB into their classroom practicesRtIB into their classroom practices
Support groups of students in need of Support groups of students in need of behavioral support behavioral support in addition toin addition to existing existing school-wide supportsschool-wide supports
Building a Foundation for RtIBuilding a Foundation for RtI Classroom RtIBClassroom RtIB
PreventionPrevention Tools for remediationTools for remediation Room for Room for
accommodationaccommodation Classroom strategies Classroom strategies
should be included should be included EARLY in hierarchy of EARLY in hierarchy of supportssupports
Tier 1/Universal
Classroom
Small groups of students
Individual Students
Rough day Rough day in the in the
classroomclassroom
Effective Responses to Problem Effective Responses to Problem BehaviorBehavior
Including effective interventions at the Including effective interventions at the classroom level:classroom level: Re-teach the expectations/rulesRe-teach the expectations/rules Change seating arrangementsChange seating arrangements Conference with parent and/or studentConference with parent and/or student Peer mediation Peer mediation Student contractsStudent contracts Provide choicesProvide choices Remove tempting items from the classroomRemove tempting items from the classroom
More Effective ResponsesMore Effective Responsesto Problem Behaviorto Problem Behavior
Including effective interventions at the Including effective interventions at the classroom level:classroom level: HumorHumor Let the student “save face”Let the student “save face” Re-directionRe-direction Failure to earn a privilegeFailure to earn a privilege Restitution/ApologyRestitution/Apology Prompt & cue both verbal & non-verbalPrompt & cue both verbal & non-verbal Reward alternate positive behaviorReward alternate positive behavior
Intervention IdeasIntervention Ideashttp://ici.umn.edu/products/impact/182/over5.html http://ici.umn.edu/products/impact/182/over5.html
Problem solving/ContractingProblem solving/Contracting RestitutionRestitution Mini-Courses or skill modulesMini-Courses or skill modules Parent involvement/supervisionParent involvement/supervision CounselingCounseling Monitoring/Self-MonitoringMonitoring/Self-Monitoring Short or long term changes to schedule, classes, Short or long term changes to schedule, classes,
course contentcourse content
RtIB Tier I: Universal ScreeningRtIB Tier I: Universal Screening
Universal Screening means all students are proactively screened at regularly scheduled times throughout the year to identify a select group of students who demonstrate early behavior warning signs that indicate risk for developing an emotional or behavioral disability.
RtIB Tier I: Process and ScreeningRtIB Tier I: Process and Screening
Use behavioral data sources to provide Use behavioral data sources to provide universal screeninguniversal screening
Conduct screening quarterlyConduct screening quarterly The problem solving process involves a The problem solving process involves a
review of data to determine which Tier 2 review of data to determine which Tier 2 interventions may be appropriate interventions may be appropriate
Behavior Data SourcesBehavior Data Sources
Student At Risk Profile Student At Risk Profile Report (T-0515P71-01) Report (T-0515P71-01)
Suspensions reports Suspensions reports Attendance reports Attendance reports Truancy reports Truancy reports School climate survey School climate survey Course failuresCourse failures Conduct grades Conduct grades SCM reports SCM reports
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Problem SolvingProblem Solving
2.Analyze the
Problem & Develop an
Intervention Plan
4. Evaluate the
Intervention Plan
1. Define the
Problem
3. Implement the Plan &
Monitor the Progress
Problem-Solving / Problem-Solving / Response to InterventionResponse to Intervention
Prior to making changes within the school Prior to making changes within the school environment, it is important to know what needs to environment, it is important to know what needs to be changedbe changed
Information about what is going on has to be Information about what is going on has to be accurate and useful for identifying problemsaccurate and useful for identifying problems
Analyze problems so that interventions can be Analyze problems so that interventions can be effective and efficienteffective and efficient
Decisions made with accurate dataDecisions made with accurate dataare more likely to be: are more likely to be: ImplementedImplemented EffectiveEffective
Add Case?????
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Step 1: Identify the ProblemStep 1: Identify the Problem
Step 1 is critical to the processStep 1 is critical to the processProblems to be solved vs. “Issues” to addressProblems to be solved vs. “Issues” to address
Review existing informationReview existing information
Ask: Is it most, or is it some?Ask: Is it most, or is it some?
Problem IdentificationProblem Identification
Referrals by locationReferrals by location Referrals by time of dayReferrals by time of day Referrals by staffReferrals by staff Referrals by behaviorReferrals by behavior Referrals by motivationReferrals by motivation Administrative referralsAdministrative referrals
Defining the ProblemDefining the Problem
Specific, observable, measurable:Specific, observable, measurable:
3rd grade students were responsible for 40% 3rd grade students were responsible for 40% of our SCMs last month, and most of these of our SCMs last month, and most of these took place during their 90-minute reading took place during their 90-minute reading block, for disruption.block, for disruption.
Sixty percent of our SCMs listed the Assistant Sixty percent of our SCMs listed the Assistant Principal as the referring staff memberPrincipal as the referring staff member.
Did We Define It?Did We Define It?
Students are not being respectful.Students are not being respectful. SCMs are increasing this month.SCMs are increasing this month. Most of our SCMs are taking place in an Most of our SCMs are taking place in an
unknown location.unknown location. Students are late to class after lunch.Students are late to class after lunch.
Step 2: Problem AnalysisStep 2: Problem Analysis Develop hypotheses and assessment Develop hypotheses and assessment
questionsquestions Make educated guesses as to WHY the problem is Make educated guesses as to WHY the problem is
happeninghappening Examine environmental factors, not just within child Examine environmental factors, not just within child
factorsfactors Hypothesis Prediction statementsHypothesis Prediction statements Confirm problem ID statement (if necessary)Confirm problem ID statement (if necessary)
Select possible data collection methodsSelect possible data collection methods Direct observation, reports, graphs, teacher/team Direct observation, reports, graphs, teacher/team
nominations, etc.nominations, etc.
Step 3: Develop & Implement the PlanStep 3: Develop & Implement the Plan
Brainstorm intervention strategiesBrainstorm intervention strategies Should directly link to your prediction Should directly link to your prediction
statement (and goals).statement (and goals).Building up and maintaining your Tier 1 Building up and maintaining your Tier 1
system should be part of your interventionssystem should be part of your interventions
Develop a Develop a specificspecific plan for plan for implementationimplementation Identify roles, responsibilities, timelinesIdentify roles, responsibilities, timelinesRemember to include fidelity measuresRemember to include fidelity measures
Step 4: Evaluate the PlanStep 4: Evaluate the Plan
Look at the data you selected to measure Look at the data you selected to measure your progress towards the goal.your progress towards the goal.
Ask yourself…Ask yourself… Did we meet the goal?Did we meet the goal? Do we need to develop a new plan? Do we need to develop a new plan? Were our problem ID statement and analysis Were our problem ID statement and analysis
correct?correct? Or, develop a plan to maintain or fade out the Or, develop a plan to maintain or fade out the
intervention if it was successfulintervention if it was successful
Tier IITier II
RtIB Tier IIRtIB Tier II
Tier 2 is support for small groups of Tier 2 is support for small groups of studentsstudents
The goal of RtIB at the Tier 2, level is to provide services for students whose behaviors require supplemental group intervention matched to the function of the student’s behavior
RtIB Tier IIRtIB Tier II An effective RtIB system relies on the An effective RtIB system relies on the
quality and integrity of the Tier 1 school-quality and integrity of the Tier 1 school-wide interventions. wide interventions.
Tier 2 does not replace Tier 1: rather it is Tier 2 does not replace Tier 1: rather it is additional or supplemental behavior additional or supplemental behavior support.support.
RtIB Tier II: What Do You Do?RtIB Tier II: What Do You Do? Prior to consideration of Tier 2 interventions the Prior to consideration of Tier 2 interventions the
Leadership Team needs to review the existing Leadership Team needs to review the existing instructional program. instructional program.
The Leadership Team should address possible The Leadership Team should address possible adjustments that may ameliorate the presenting adjustments that may ameliorate the presenting problems. problems.
When the Leadership Team concludes that a When the Leadership Team concludes that a student may require a supplemental evidence-student may require a supplemental evidence-based targeted group intervention, the team based targeted group intervention, the team uses the problem solving process to review data uses the problem solving process to review data to determine which Tier 2 interventions may be to determine which Tier 2 interventions may be appropriate.appropriate.
Tier II Interventions: Teaching Tier II Interventions: Teaching Appropriate BehaviorAppropriate Behavior
Behavioral Interventions in M-DCPSBehavioral Interventions in M-DCPSThe Center for Special Instruction (CSI) using The Center for Special Instruction (CSI) using
academic and behavioral interventionsacademic and behavioral interventionsGroup intervention sessions for specific topics Group intervention sessions for specific topics
such as coping skills, anger management, such as coping skills, anger management, problem-solving and conflict resolution, problem-solving and conflict resolution, substance abuse, violence prevention, grief, substance abuse, violence prevention, grief, assertiveness, developmental issues and assertiveness, developmental issues and social skills.social skills.
Tier II Interventions: Teaching Tier II Interventions: Teaching Appropriate BehaviorAppropriate Behavior
Behavioral Interventions in M-DCPSBehavioral Interventions in M-DCPSAlternative to Suspension (Examples: Alternative to Suspension (Examples:
Saturday school, after school, work detail)Saturday school, after school, work detail)School-based mentorsSchool-based mentorsSecond Step: A Violence Prevention Second Step: A Violence Prevention
CurriculumCurriculumSocial Skills Training Social Skills Training Individual, family and group counselingIndividual, family and group counselingLEAPSLEAPSBehavioral ContractingBehavioral Contracting
Tier II Monitoring and ScreeningTier II Monitoring and Screening MonitorMonitor
Progress monitor Tier 2 interventions for Progress monitor Tier 2 interventions for identified studentsidentified students
Modify interventions at Tier 2 (as needed)Modify interventions at Tier 2 (as needed) ScreeningScreening
Identify at-risk studentsIdentify at-risk studentsMakes referrals for Tier 3 interventionsMakes referrals for Tier 3 interventionsComplete the Functional Assessments of Complete the Functional Assessments of
Behavior (FAB) process.Behavior (FAB) process.
Tier IIITier III
RtIB Tier IIIRtIB Tier III
Tier 3 is support for few studentsTier 3 is support for few students The goal of RtIB at the Tier 3 level is to increase The goal of RtIB at the Tier 3 level is to increase
the individual student’s rate of progress through the individual student’s rate of progress through intensive individual interventions for specific skill intensive individual interventions for specific skill deficits. deficits.
These interventions are derived from the results These interventions are derived from the results of the FAB process conducted at Tier 2, which of the FAB process conducted at Tier 2, which are used to formulate the BIP.are used to formulate the BIP.
This plan is used for the implementation and This plan is used for the implementation and monitoring of the Tier 3 interventions. monitoring of the Tier 3 interventions.
RtIB Tier III: What Do You Do?RtIB Tier III: What Do You Do?
At Tier 3 the school site SST members At Tier 3 the school site SST members collaboratively develops a Behavior Intervention collaboratively develops a Behavior Intervention Plan (BIP), based on the FAB process.Plan (BIP), based on the FAB process.
Selected staff implements the BIP, monitors Selected staff implements the BIP, monitors student progress, reviews individual student student progress, reviews individual student response to intervention, and determines response to intervention, and determines whether changes should be made to the existing whether changes should be made to the existing BIP or if further assistance is needed. BIP or if further assistance is needed.
Tier III Interventions: Teaching Tier III Interventions: Teaching Appropriate BehaviorAppropriate Behavior
Behavioral Interventions in M-DCPSBehavioral Interventions in M-DCPS Individualized Behavior Intervention Plan Individualized Behavior Intervention Plan
(BIP)(BIP)MentoringMentoringReinforced PracticeReinforced PracticeRole PlayRole Play
Eligibility for Emotional/Behavioral Eligibility for Emotional/Behavioral DisabilitiesDisabilities
A student with an emotional/behavioral disability A student with an emotional/behavioral disability has has persistentpersistent and and consistent consistent emotional oremotional orbehavioral responses that behavioral responses that adversely effectsadversely effects performance in the educational environment thatperformance in the educational environment thatcannot be attributed to age, culture, gender, cannot be attributed to age, culture, gender, or ethnicity. or ethnicity.
The eligibility determination will be based upon The eligibility determination will be based upon the student’s response to behavioral the student’s response to behavioral interventions, (Tier 1, Tier 2, and Tier 3) as well interventions, (Tier 1, Tier 2, and Tier 3) as well as the etiology of the emotional and/or as the etiology of the emotional and/or behavioral difficulties. behavioral difficulties.
What’s Next??What’s Next??
Determine the members of the RtI Determine the members of the RtI Leadership Team that will design and Leadership Team that will design and facilitate the RtIB processfacilitate the RtIB process
Review data and use the problem solving Review data and use the problem solving process to define the problem and identify, process to define the problem and identify, implement and monitor interventionsimplement and monitor interventions
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Levels of Support for BehaviorLevels of Support for Behavior
Tier 3: Few Students
Tier 2: Small Groups of Students
Tier 1: All Students
Tier 1 InterventionsTier 1 Interventions• Bullying / Violence Bullying / Violence PreventionPrevention• CurriculumCurriculum• M-DCPS Alternative toM-DCPS Alternative to• Suspension Program Suspension Program (ASP)(ASP)• Crisis Prevention Crisis Prevention PlanningPlanning• LEAPSLEAPS• Positive Behavior Positive Behavior SupportSupport (PBS)(PBS)• CHAMPSCHAMPS
Tier 2 InterventionsTier 2 Interventions• The Center for Special The Center for Special Instruction (CSI) using Instruction (CSI) using academic and behavioral academic and behavioral interventionsinterventions• Group intervention Group intervention sessions for specific topics sessions for specific topics such as coping skills, anger such as coping skills, anger management, problem-management, problem-solving and conflict solving and conflict resolution, substance abuse, resolution, substance abuse, violence prevention, grief, violence prevention, grief, assertiveness, assertiveness, developmental issues and developmental issues and social skills.social skills.• Alternative to Suspension Alternative to Suspension (Examples: Saturday school, (Examples: Saturday school, after school, work detail)after school, work detail)• School-based mentorsSchool-based mentors• Second Step: A Violence Second Step: A Violence Prevention CurriculumPrevention Curriculum• Social Skills Training Social Skills Training • Individual, family and group Individual, family and group counselingcounseling• LEAPSLEAPS• Behavioral ContractingBehavioral Contracting
Tier 3 InterventionsTier 3 Interventions•Individualized Individualized BehaviorBehavior Intervention Intervention Plan (BIP)Plan (BIP)
• MentoringMentoring• Reinforced PracticeReinforced Practice• Role PlayRole Play
RtIB InterventionsRtIB Interventions
Contact InformationContact Information
Ms. Robin J. MorrisonMs. Robin J. Morrison
Clinical Behavioral ServicesClinical Behavioral Services
[email protected] [email protected]
305-995-1733305-995-1733