RTI2-B Implementation Manual
MNPS Example Implementation Manual
Response to Instruction and Intervention for Behavior (RTI2-B)
Implementation Manual
2016-2017
Table of Contents
RTI2-B Overview 3
Tier I Documents 5
Purpose Statement and Desired Outcomes 5
Team Composition and Norms 6
Behavioral Expectations and Behavioral Expectations Matrix 8
Lesson Plans 10
Calendar 10
Teaching the Plan 11
Planning for Stakeholder Input 12
Acknowledgement System Matrix 13
Problem Behavior Definitions and Office-Managed vs. Staff-Managed Chart 16
Discipline Process Flowchart 21
Office Discipline Referral Form 22
Appendix 23
Tier I Data Planning Form 23
RTI2-B Overview
Response to Instruction and Intervention-Behavior (RTI2-B) is a Multi-Tiered System of Supports (MTSS) that offers a powerful, evidence-based approach for meeting the behavioral and social needs of students in Tennessee schools.
RTI2-B is a promising framework for prevention and intervention within an integrated, three-tiered approach. Each tier of the framework involves careful reflection on the needs of students, the design of interventions matching those needs, and the collection of data to evaluate progress (individually for students and collectively as a school). All of these efforts require a shared school-wide commitment to teach and reinforce positive behavior. It also involves adopting an optimistic view that all students can learn appropriate behavior if sufficient and supportive opportunities to learn are provided. When using positive behavior supports in all three tiers (e.g., focusing on teaching students the behaviors we want to see, as opposed to punishing the behaviors we don’t want to see, and developing relationships between students and school staff), schools create a culture where all students and teachers are respected and included in their community. Furthermore, student and staff contributions to the school create a positive and proactive way to acknowledge, engage, and respect all stakeholders.
The purpose of RTI2-B is to empower educators to equip all students with the opportunity to meet high expectations regarding behavior and the support to reach every student. Also, students, families, and educators can work together to develop and contribute to a shared school vision. Tennessee Behavior Supports Project can help schools meet that goal.
Within the multi-tiered framework of RTI2-B, each tier increases the intensity of intervention and supports so students can be best supported within their school.
Tier I: Tier I focuses on the behavioral and social needs of all students across the school environment. Approximately 80% of students typically respond to this level of support. Tier I includes establishing school-wide expectations to support a sense of safety and inclusion among students and staff, teaching and modeling those expectations within different settings throughout the school, positively acknowledging students and staff who follow theses expectations, having a formal system for responding to inappropriate behavior, and maintaining a school-wide system where all stakeholders’ opinions are valued.
Tier II: Tier II involves delivering more targeted interventions for approximately 10-15% of students who do not respond to Tier I supports. Tier II interventions are provided in addition to Tier I supports in place for all students in the school. Interventions at Tier II are typically systematic, evidence-based interventions that are delivered to groups of students at a time. For example, Tier II interventions typically include small-group social skills instruction, behavior contracts, self-monitoring plans, and check-in/check-out.
Tier III: Tier III includes individualized interventions for approximately 3-5% of students who do not respond to Tier I or Tier II interventions and supports. Tier III interventions involve the implementation of specialized, one-on-one systems for students. Examples of Tier III supports include individualized counseling and function-based interventions.
Tier I Documents
Purpose Statement and Desired Outcomes
Our RTI2-B School team is committed to the development and support of the social and behavioral climate of our school. The community of Bramble Elementary School, including administrators, faculty, staff, parents, and students will foster a welcoming, positive school environment that is enjoyable for the community with a variety of programs that support the specific academic, behavioral, and social needs of the students.
Our goals for implementation are:
1. We would like to decrease office discipline referrals by 50% for next school year.
2. We would like to improve school climate for our staff and students, and we will use the school climate survey to collect this data.
3. We would like to improve communication with our parents, families, and communities by sharing this plan with them at the beginning of the school year and providing resources and support, as needed, throughout the year.
4. We would like to increase the number of positive acknowledgements for student behavior by October 2016 to reach at least 50% of the student population.
5. We would like to increase staff consistency of teaching behavioral expectations by September 2016.
RTI2-B School Team
Team Composition and Norms
Our RTI2-B School Team reflected on the professional behaviors that characterize efficient and effective meetings during their training. The working agreements are listed below in an effort to support the team’s productivity.
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Behavioral Expectations
Behavioral Expectations and Behavioral Expectations Matrix
Our school’s agreed upon behavioral expectations are operationally defined with examples of what the expected behavior looks like in each location. This will improve clarity and consistency of what is expected throughout the school.
Our Bramble Elementary School Behavioral Expectations are called:Bramble Behaviors
(e.g., Panther Paws, Eagle Soars, Tiger Rules)
EXPECTATIONS
Location
Teaching Expectations to Students, Staff, Family and Community
Lesson Plans
Lesson Plans are an important way to consistently teach all students the behavioral expectations in all locations throughout the school. Together as a team, we created lesson plans for every setting, and the completed lesson plans are located in the appendix of this implementation manual.
Calendar
The RTI2-B School Team added the RTI2-B Calendar Components to our school calendar in an effort to organize our implementation efforts.
RTI2-B Calendar Components / Date(s)RTI2-B School Team Meetings
Initial Session to Teach Core Components to Staff
Booster Sessions to Teach Core Components to Staff
Begin School-wide Implementation
(e.g., Kick-off Celebration)
Teaching Expectation Lesson Plans to Students in All Settings
Re-teaching Expectation Lesson Plans to Students in All Settings
Celebrations/Assemblies
Family Nights
Other:
Teaching the Plan
Our RTI2-B Team worked through the logistics of teaching the plan to all students, staff,
family and community in our school, and the details are listed in the charts below.
Teaching the Plan to StudentsHow will you introduce the plan to students?
(e.g., describe steps for first introducing the school-wide plan to all students)
How: / When:
How will you create and post the matrix in all locations?
How: / When:
How will you use lesson plans to teach expected behaviors in all settings?
How: / When:
How will you review the plan and reteach lessons throughout the year?
(e.g., after each break)
How: / When:
How will you teach the plan to new students throughout the year?
How: / When:
Planning for Stakeholder Input
Our RTI2-B team discussed possible ways to involve our school community (students, staff, family/community) in developing the RTI2-B framework at our school. We hope to receive their input and continued feedback.
Behavioral Expectations / Teaching andRe-teaching of Expectations / Acknowledgement System / Discipline
Process
Students
Staff
Acknowledgment System
Acknowledgement System Matrix
Our RTI2-B team discussed possible ways to acknowledge students, staff, and family/community throughout the school year in an effort to acknowledge expected behaviors and show appreciation of their continued support.
/ School-wide Acknowledgment System MatrixName / Description / When (frequency) / Where (location) / Who (distributors)
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Problem Behavior Definitions and Discipline Procedures
Problem Behavior Definitions and Office-Managed vs. Staff-Managed Chart
Our school categorizes problem behaviors as office-managed and staff-managed. We used our school’s discipline handbook and the behavior definitions to determine which problem behaviors will be office-managed and which will be staff-managed in our discipline process. We also agreed on the definitions, examples, and non-examples listed below.
Type 1 BehaviorsBehavior / Definition / Examples / Non-Examples
Code 100: Tardy to School or Class / Arriving late to school, class, or activity.
Code 101: Cutting Class / Failing to attend a scheduled class or activity without authorization.
Code 102: Noncompliance with a Reasonable Request / Not following a reasonable request of a teacher, administrator, or staff member.
Code 103: Agitating other students / Unwanted and unreciprocated picking on or bothering of other students.
Code 104: Profane or Indecent Language / Using profane or indecent language, such as cursing on school grounds or at school-sponsored activities.
Code 105: Unauthorized Possession of Medication / Possession of prescription or non-prescription medication which has not been registered in the school’s office.
Code 106: Fireworks: Possession / Knowingly possessing fireworks on school grounds, MNPS sponsored transportation, or at school-sponsored activities.
Type 2 Behaviors
Behavior / Definition / Examples / Non-Examples
Code 200: Repeated Violations of Type 1 Behaviors / A repeated pattern of type 1 behaviors that continues after documentation of prior interventions. Three or more incidents of Type 1 behavior may constitute a pattern. / Repeated attendance issues.
Code 201: Dress Code Violation / Wearing clothing that does not comply with the school’s Standard School Attire policy or requirements for appropriate dress.
Code 202: Tobacco: Possession or Use / Possessing or using any tobacco products, including but not limited to, cigarettes, cigars, vapor or e-cigarettes, or chewing tobacco.
Code 203: Electronic Device / Improper Use of a Cell Phone, Internet or Other Electronic Devices – Using personal technology, electronic devices, or the internet, except when used for educational purposes with the permission of the classroom teacher or school administrator, or in violations with school rules.
Code 204: Disruption of the School Environment / Continuously and intentionally disrupting the school environment to the extent the learning of other students or the normal functioning of the school is significantly impaired. The discipline referral must include evidence demonstrating learning or the normal functioning of the school was significantly impaired.
Code 205: Inappropriate Physical Contact/Horse Play / Engaging in minor physical contact with another student or staff member, such as pushing, bumping or horseplay.
Code 206: Inappropriate Sexual Contact / Minor contact of a sexual nature, such as touching over clothing.
Code 207: Trespassing on School Grounds / Entering or remaining on school property without authorization. Being present in restricted areas of the school without authorization.
Code 208: Gambling / Betting on games or activities for money or things of value.
Code 209: Counterfeit Money / Using, creating, or distributing counterfeit money.
Code 210: Drug Paraphernalia / Possessing any materials use to produce to consume illegal drugs. Drug paraphernalia includes, but is not limited to bongs, roach clips, miniature spoons and pipes used to consume illegal drugs.
Type 3 Behaviors
Behavior / Definition / Example / Non-Example
Code 300: Repeated Violations of Type 2 Behaviors / A repeated patter of Type 2 behaviors that continues after documentation of prior interventions. Three or more incidents of a Type 2 behavior may constitute a pattern. The discipline referral must include documentation of interventions implemented.
Code 301: Profane or Indecent Language Directed toward an Authority Figure / Directing profane or indecent language toward a teacher, staff member or administrator.
Code 302: Leaving School Grounds without Authorization / Leaving school grounds without permission of school officials.
Code 303: Noncompliance with an Administrative Directive / Refusing to follow administrative directives or comply with assigned disciplinary responses.
Code 304: Vandalism under $500 / Willfully destroying or defacing school or personal property. The damage caused is less than $500. A child’s willingness to repair property damaged or to pay restitution will be taken into account in determining the appropriate level of response.
Code 305: Theft from Individual or of School Property under $500 / Taking the property of another individual or of the school without permission, with the intent of depriving the owner of the property. The value of the property taken is under $500. A child’s willingness to return or replace an item taken or pay restitution will be taken into account in determining the appropriate level of response.
Code 306: Falsifying Records / Falsifying or altering school records, including, but not limited to, written, electronic or digital school records. This does not include cheating. Cheating will be dealt with at the instructional level.
Code 307: Inappropriate Sexual Behavior / Behavior of a sexual nature that is not recurring and does not rise to the level of sexual harassment or sexual assault. Inappropriate sexual behavior includes, but is not limited to, physical or verbal conduct or communication of a sexual nature and sexual behavior between consenting parties on school grounds or school-sponsored events.
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Discipline Process Flowchart
Together as a team, we updated our Discipline Process Flowchart using the one provided below. The completed Discipline Process Flowchart for our school will also be located in the appendix of this implementation manual.
Office Discipline Referral Form
Office Discipline Referral Forms are an important way to collect data on problem behaviors occurring in our school. Together as a team, we checked to see if the essential elements are included in our school’s ODR form, and our updated form is located in the appendix of this implementation manual.
Please use the MNPS Infinite Campus electronic Office Discipline Referral.
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Appendix
Our Lesson Plans for each setting
Our Tier I Data Planning Form
Tier I Data Planning Form
This chart is a document the team used to organize school data.
Data Source / Reporter / When / PurposeBig Five ODR Reports / Data Analyst / Monthly / The compilation of a school’s office discipline referral (ODR) data which includes: 1) average referrals per day per month, 2) behavior, 3) location, 4) time, and 5) frequency per student. Leads to specific problem identification and action planning. Also used to monitor progress on efforts.
Team Meeting Minutes / Recorder / Ongoing / A record of RTI2-B school team meetings including decisions, next steps, and progress on action steps. Minutes serve as a means to communicate RTI2-B activities to all stakeholders.
Attendance / School / Ongoing / Analyzing school-wide attendance records are an important aspect within RTI2-B. School team should have access to review data at least monthly.
Notes on updating your Implementation Manual