RTI2-B Implementation Manual
Crestview Elementary School
Robertson County Schools
Response to Instruction and Intervention for Behavior (RTI2-B)
Tier I
Implementation Manual
2017-2018
Table of Contents
RTI2-B Overview
Tier I Documents
Purpose Statement and Desired Outcomes
Team Composition and Norms
Teaching Expectations to Students, Staff, Family and Community
Lesson Plans
Calendar
Teaching the Plan
Planning for Stakeholder Input
Acknowledgement System Matrix
Problem Behavior Definitions and Office-Managed vs. Staff-Managed Chart
Office Discipline Referral Form
Appendix
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 purpose for implementing Response to Instruction and Intervention for behavior is to fulfill our school’s mission statement:
C- Cultivating Life Long Learners
V-Valuing Student Diversity
E- Excelling in Education
S- Supporting Social and Behavior Success
Our goals for implementation are:
- By September 2017, we will have 100 percent staff buy-in implementing RTI2-B as tracked by the PIRS.
- By November 2017, we will increase family involvement by including parents in a survey on student rewards and ways parents can be involved in/contribute to RTI2-B, adding a parent representative to the committee, and setting up RTI2-B booths at family nights.
- By the end of the 2017-2018 school year, we will select effective evidence-based strategies for Tier II, as evidenced by a drop in the number of Tier III students.
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.
RTI2-B School Team Composition ChartName / School Role / Email / Phone Number
Mattie Pyles *
Alyssa Sypert / Leader /
Leah Embry
Laura Sircy
Larae Johnson / Communicator /
Holly Zitza / Recorder /
Rich Saporiti & Julie Moore / Data /
Katy Hicklin
Charlea Owen / Time keeper /
January Finch / Back-up recorder /
Amy Duncan /
Day to meet: OneThursday a month / Time: 2:50
Location: conference room
Dates to present to staff: August 24th, quarterly
Reminders:
- Place a star next to the Team Lead
- Teams should meet at least monthly, and information should be shared with staff at least quarterly
Proposed Norms for the RTI2-B School Team
- Listen to understand
- On time, leave early
- Stay on task
- Be prepared w/ data
- Follow up
Behavioral Expectations and Teaching the Plan to Students
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. **See next page for Behavior Matrix.
Our Crestview Elementary Behavioral Expectations are called:"Bee" a Leader
1. Be Respectful Leaders
2. Be ResponsibleLeaders
3. Be Safe Leaders
1 / Hallways
Voice Level 0 / Voice Level 0
Stay in your personal space / Walk with a purpose
Look for direction / Stay in your lane
Stay with group
2 / Restroom
Voice Level 0 / Honor privacy
Use only what you need / Flush and wash and be on your way / Personal Hygiene
3 / Cafeteria
Voice Level
1 / Listen/Follow adult requests
Say please and thank you / Clean up after yourself
Raise your hand first
Pick a seat and eat / Eat your own lunch
Table Etiquette
4 / Morning Meetings
Voice Level
1 / Sit quietly with class
Listen/ Follow Adult request / 3 A’s
Attend
Appreciate
Applaud / Use stairs only
5 / Bus
Voice 1 / Listen /follow adult request
Use kind words / Follow bus rules / Stay seated
Keep belongings in backpacks
Stay in personal space
6 / Recess
Voice Level
3 / Be kind and play
Include others
Report safety concerns to adults / Listen/follow adult request
Remember personal belongings / Stay in designated play areas
Use playground equipment appropriately
7 / Drills
Voice Level
0 / Listen/Follow Adult request / Stay with or find a group
Walk with a purpose / Stay in Lane
Follow Directions Immediately
8 / Classroom
Voice level / Listen/ Follow teacher directive
Give best effort / Come Prepared
Complete assigned tasks / Keep hands, feet, and objects to self
Keep a tidy work area
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.
See Appendix
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 / 1 Thursday per month
Initial Session to Teach Core Components to Staff / August 24th, 2017
Booster Sessions to Teach Core Components to Staff / After every break
Begin School-wide Implementation
(e.g., Kick-off Celebration) / September 11th-15th (skits)
Kick off Celebration September 21st and 22nd
Teaching Expectation Lesson Plans to Students in All Settings / September 11th-15th
Re-teaching Expectation Lesson Plans to Students in All Settings / Monthly (September-January) and as new students enroll
Refresher lessons as indicated by school wide data
Celebrations/Assemblies / Quarterly
September 21st and 22nd- Kick off Celebration, October 6th- End of quarter celebration
Family Nights / Quarterly
Fall carnival
Dance
Field day
(RTI2-B booth)
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:
Skit – warm up during morning meeting
Lessons (K/1, 2/3, 4/5) will be taught by classroom teacher in specific location with any effected adults (café staff, bus driver, etc.) present / When: September 2017
How will you create and post the matrix in all locations?
How:
The matrix was created by the Tier 1 team
CVES will then enlarge the matrix and post them in all appropriate areas. / When:
September 2017
How will you use lesson plans to teach expected behaviors in all settings?
How:
All teachers will present their specific classroom expectations to their classrooms
School- wide expectations will also be taught by the teacher in their classrooms as well as in morning meeting. / When:
September 2017
How will you review the plan and reteach lessons throughout the year?
(e.g., after each break)
How:
Whole lesson
Skit @ morning meeting
Video of skits during lunch / When:
Monthly September-January
Reteach in March and as-needed
How will you teach the plan to new students throughout the year?
How:
Classrooms will designate a newcomer liaison that will inform all new students of the classroom and school-wide expectations
(Student led) / When:
When a new student arrives to CVES
(Adapted from Mid-Atlantic PBIS Tier I Team Implementation Workbook)
Teaching the Plan to StaffWho will be trained on the plan?
(e.g., custodians, cafeteria workers, bus drivers, office staff, paraprofessionals, teachers)
How:
Transportation Director will come into morning meeting and communicate bus safety practices and expectations while riding and exiting the bus
Cafeteria worker will join morning meeting when the skit for cafeteria expectations are presented
All other staff is currently present during morning meeting / When:
September 2017
How will you train staff to teach expectations and deliver acknowledgements?
How:
RTI2-B rollout at faculty meeting
Supervising teacher/ supervisor will instruct their staff about CVES acknowledgment system / When:
August 2017
How will you teach the components of the discipline process to all staff?
(e.g., behavior definitions, office-managed vs. staff-managed, discipline process flowchart)
How:
RTI2-B rollout at faculty meeting / When:
August 2017
How will you teach core features of the plan to substitute teachers?
(e.g., expectations, acknowledgements, discipline)
How:
Classroom expectations and acknowledgement system cheat sheet will be in sub folder and posted in classroom / When:
September 2017
What important dates will you share?
How:
Emails, morning meeting, faculty meeting, calendar / When:
Monthly review September-January
March review
Celebration dates
Presentation dates
Weekly emails/faculty meeting
Teaching the Plan to Family and Community
How will core features of the plan be shared with family/community members at the beginning of the school year? (e.g. expectations, acknowledgements, discipline)
Parent Letter, PTO Meeting, Post on school website, survey
How often will information about the plan be shared with family/community members?
Letter, Parent teacher conference, Fall Festival, PTO meeting - Fall
RTI2B survey, Dance, Book Fair -Spring
Website, class dojo- Daily
How can families incorporate RTI2-B in the home?
(e.g., home matrix, home acknowledgement system)
Provide a blank matrix for home
Provide sticker chart
Class dojo
What additional resources can family/community members access for more RTI2-Binformation and support? (e.g., online resources, resources within the district)
TBSP Website
Updates on School’s Website for strategies and ideas (Quarterly)
Class dojo
Who will be the liaison between the school and family/community?
CVES Administration and Teachers
How can family/community members get involved with RTI2-B at your school?
Community members will have the opportunity to provide tangible rewards and incentives
Community and family members will have an opportunity to celebrate with the students at family nights
Does your school have an established parent organization? If so, who will communicate with the parent organization?
PTO, CVES Administration
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.
We will receive input from staff/ family/ students/ and community by sending out surveys and evaluating the survey results.
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)
/ Dojo Dollars / Dojo dollars will be given to students outside of the classroom when they are following expectations that are identified in that specific area. / Daily / Sporadic / Related Arts, Custodians, Assistants, Special Education staff, Cafeteria workers,Admin.
Dojo Dollars / Dojo dollars will be put into a glass box and there will be a drawing from the box where students will receive prizes. / Quarterly / Morning Meeting / Admin.
Dojo Points / Points are given out to reinforce children following the 3 expectations (Be Respectful, Be Responsible, and Be Safe). / Daily / Schoolwide / Classroom or related arts teacher
/ Email/ Shoutout / Teachers recognize other staff members for going above and beyond. / Weekly / Computer/ M.M. / Anyone, tell admin.
Food/ Candy/ gift card / Teacher and/or staff will receive a food, candy, or gift card when exhibiting outstanding attendance or other behavior. / 9 weeks / Classroom/mailbox/M.M. / Admin.
Jeans Day / Teacher and/or staff will receive a “Jeans Day”. / Sporadic / M.M. / Admin.
Happy Cart / Teacher and/or staff will receive an item from “Happy Cart” when exhibiting expectations. / Sporadic / Throughout School / Admin
/ Call/postcard / Staff will call community/family membersand thank them for supporting Crestview. / When appropriate / Teacher
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.
Staff-Managed Problem Behavior / Violation / Definition / Examples / Non-ExamplesDishonesty/Theft / Student engages in lying, cheating, and/or forgery. Student engages in taking property belonging to someone else without permission. Value is less than $10. /
- Lying, cheating, forgery, and/or isolated incidents of theft.
Physical contact / Student engages in non-serious but inappropriate physical contact that does not result in injury. /
- Horseplay
Disruption / Any disturbance or interference that takes away from the learning environment causing potential harm to oneself or others. /
- Talking
- Tapping pencils
- Repeated noises
- Blurting out
Property Misuse / Use of property in a way in which it was not designed. /
- Kicking furniture
- Purposefully breaking classroom materials
- Technology violations (minor)
Teasing/Taunting
T / Student engages in making inappropriate comments and/or unwanted verbal, physical, or emotional advances without a pattern of offenses.
Non-compliance / Student engages in brief or low intensity failure to respond to adult requests. Refusing to obey, challenging or resisting authority, engaging in power struggles. /
- Talking back
- Not following teacher or staff directions
- Yelling at the teacher
- Leaving class without permission
Inappropriate Language / Student engages in low intensity instance of inappropriate language. /
- Name calling
- Inappropriate tone
- Eye rolling
- Inappropriate gestures
** If a student has an IEP or FBA/BIP, adhere to those plans first.
Office-Managed Problem Behavior / Violation / Definition / Examples / Non-Examples
Abusive Language / Student repeatedly delivers verbal messages that include swearing or cursing in a demeaning or provoking manner. /
- Racial and sexual slurs
- Singing a rap song
Non-compliance / Student engages in repeated refusal to follow directions, leaving classroom without permission, or direct refusal to obey. /
- Repeated or continual
- Leaving classroom
- Yelling at an adult
Disruption / Any disturbance or interference that takes away from the learning environment causing potential harm to oneself or others. /
- Prolonged yelling
- Turning over furniture
- Escalated confrontation between students
- Slamming books/knocking books to the floor in anger
- Acts of rage
Fighting/Aggression / Student engages in actions involving serious physical contact where injury may occur.
Theft / Student is in possession of, having passed on, or being responsible for removing someone else’s property. Value over $10. Could include repeated incidents of minor theft.
Harassments/Threats / Student repeatedly delivers disrespectful messages (verbal or gestural) to another person that includes threats and intimidation, obscene gestures, pictures, or written notes. Disrespectful messages include negative comments based on race, religion, gender, age, and/ or national origin; sustained or intense verbal attacks based on ethnic origin, disabilities, or other personal matters.
Property Misuse/Damage / Intentional destruction/misuse of property. /
- Inappropriate websites
- Destruction of textbooks
- Damage to higher valued property
Weapons / Having possession of a weapon or weapon look alike capable of causing bodily harm.
Drugs and Alcohol / Any possession of drugs and alcohol, including tobacco products or look alikes.
** If a student has an IEP or FBA/BIP adhere to those plans first.