How is behavior support included in the RTI framework in your school?
Question: How is behavior support included in the RTI framework in your school?
Laurie Emery: We have been really focusing on the behavior side at our school for quite a while now. We implemented PBIS model probably six, or seven years ago and it has grown along with our RTI model. What it’s developed into today, and again, it continues to evolve, is a strong emphasis on positive behavior support at the tier one level. We identified what those key pieces were in terms of student behavior that we wanted to see on our campus. We identified what it looks like, for example, if “be responsible” is an expectation, what does that look like in the classroom, what does it look like in the gym, during an assembly, walking to and from class, and we teach that to students. So that part of tier one is that instructional piece of, what is “be responsible” look like on different areas of our campus. Again, lots of attention focused on that, lots of positives related to that. Students that have difficulty with that we track our referral data through SWIS and we start looking at that. My assistant principal and I tend to look at that data about every week, and if we see students whose number of referrals is outside of the norm of the school, which is typically one or less, then we start watching that student in terms of what’s happening in the classroom, or in the area that we’ve identified as a difficulty for them. And as they move into that realm we start looking at tier two kinds of things; functional behavior assessments to see if we can identify the function of the behavior. Why are they doing what they’re doing? And then, a problem-solving kind of model, to get in place a behavior plan. We deal a little differently than our RTI, which is very much standards protocol-based. It’s very individually, problem-solving based in our behavior model. Behavior plan put in place, try to find the supports that students need. Sometimes it’s a connection with an adult that they can relate to on campus. Sometimes we put a check-in/check-out process in place depending on what that particular student needs and then again, that monitoring of how they’re doing, how the behavior plan is going to see if we need to move to tier three and look at special education. In tier two, and generally speaking, we have a fairly good behavior plan in place that the teacher is implementing, or the teachers. When we get to tier three we bring in our behavior specialist, who’s a special education teacher, again, trained in those specific behaviors and how to help students work within that framework and that teacher then provides additional support, not only for the student, but for that student’s teachers in “here’s some other things you can try, sometimes these things work as well.”