RTI2-B at Bramble Elementary School Staff Presentation August 2016

Notes on this Presentation (Delete this slide) This is an example presentation to share the plan with your entire staff. Use this as a model for your presentation and be sure to add elements such as your school logo. The yellow reference boxes are reminders of the workbook activities that match the slide. Remember, all information is in this presentation is only an example and should be changed to match what your team developed in training.

Materials in your RTI2-B Folder Implementation Manual Includes more detailed information on every aspect of the plan School Calendar Lesson Plans Posters for your room Provide the entire staff with folders (paper or electronic) of all the information they need.

RTI2-B Definition Response to Instruction and Intervention for Behavior (RTI2-B) is a systems approach to help districts, schools, staff, parents, and students align social and behavioral supports into one sustainable and effective multi-tiered, problem-solving framework.

RTI2-B Overview (Response to Instruction and Intervention for Behavior) Multi-tiered System of Supports for Tennessee Designed to meet the behavioral and social needs of students Framework for prevention and intervention Each tier increases the intensity of intervention and supports

RTI2-B School Team at Tier I Training Attended Tier I Training over two days Developed a draft for our implementation plan this year Tier I is our focus this year Tier II and Tier III will be added in the future when we are ready Focused on: Providing supports for ALL students and staff Building relationships Improving School Culture and Climate Need your input on the draft for the implementation plan!

Benefits of RTI2-B in Schools Horner, R. H., Kincaid, D., Sugai, G., Lewis, T., Eber, L., Barrett, S., Rossetto Dickey, C., Richter, M., Sullivan, E., Boezio, C., Algozzine, B., Reynolds, H., & Johnson, N. (2014). Scaling up school-wide positive behavioral interventions and supports: Experiences of seven states with documented success. Journal of Positive Behavioral Interventions, 16(4), 197-208. (Horner et. al., 2014)

Shared Vision, Mission, Purpose 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. Reference Activity #3

RTI2-B School Team Meets on the 2nd Thursday of every month Contact any member with comments, questions, or feedback Team Member Team Role Kyle Jonas Facilitator, Team Lead Jenny Oyer Recorder Jill Gutierrez Communicator Jordan O’Donnell Data Analyst Cat Baker Time Keeper Janine Robertson Student Representative Brooke O’Donnell External Coach Reference Activity #4

Critical Features of Tier I RTI2-B School Team Shared School Vision, Mission, and Purpose School-wide Behavioral Expectations Instruction on School-wide Behavioral Expectations Acknowledgement of Student’s Appropriate Behavior Consistent and Appropriate Response to Problem Behaviors Professional Development for Faculty and Staff Acknowledgement of Faculty and Staff Participation Involvement of Family and Community Data-based Decision Making Part of a Continuum of Supports These will all be discussed throughout the presentation.

School-wide Behavioral Expectations Posted in all locations in the school Copies in your folders to post in your room Bramble Behaviors   Be Safe Be Respectful Be Prepared Reference Activity #6

Behavioral Expectations Matrix Reference Activity #7

Initial Instruction on School-wide Behavioral Expectations Team will teach the entire RTI2-B Plan to students at the assembly on the first day of school Specials teachers will have classes rotate through each location to teach the RTI2-B lesson plans Your folders have: Lesson plans for every setting Schedule for each grade level Rotations Materials needed Reference Activity #9

Ongoing Instruction on School-wide Behavioral Expectations Reteach lessons throughout the year: Quarterly assemblies to re-teach Behavioral Expectations After each break classroom teachers will re-teach specific lesson plans Daily reminders of behavioral expectations over morning announcements Teaching new students School counselor will arrange a welcoming committee of student leaders to teach the new students Beginning of each month Reference Activity #9

Acknowledgement of Students’ Appropriate Behavior Tickets called Bramble Bucks Everyone is responsible for giving these to students exhibiting the behavioral expectations Pair with behavior-specific praise Collect each classroom’s Bramble Bucks every Friday to post on The Beehive Whole school celebration when The Beehive is full   Bramble Buck Bramble Middle School Name: ___________________ Teacher: _________________ Expectation Met: Reference Activity #12 Safe Respectful Prepared

Example Honey Pot Award The Honey Pot Award Every Friday, Honey Pot is given to the table of students that exhibit the most respectful, responsible, and safe behaviors in the cafeteria for that week Honey Pot displayed in the middle of their table for the following week Example Honey Pot Award on Cafeteria Table

Consistent and Appropriate Response to Problem Behaviors Office-Managed Problem Behavior and Definition   Staff-Managed Problem Behavior and Definition Abusive Language - Verbal messages that include swearing, name calling or use of words in an inappropriate way. Defiance - Refusal to follow directions, talking back and/or socially rude interactions. Disruption (Major) - Behavior causing an interruption in a class or activity. Disruption includes sustained loud talk, yelling, or screaming; noise with materials; horseplay or roughhousing; and/or sustained out-of-seat behavior. Fighting/Physical Aggression - Actions involving serious physical contact where injury may occur (e.g., hitting, punching, hitting with an object, kicking, hair pulling, scratching, etc.). Theft - Student is in possession of, having passed on, or being responsible for removing someone else's property or has signed a persons name without that person’s permission. Harassment/Threats - Student 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 Damage - Student participates in an activity that results in destruction of disfigurement of property. Weapons - Student is in possession of knives or guns (real or look alike), or other objects readily capable of causing bodily harm. Drugs and Alcohol – Student is in possession of or is using illegal drugs/substances, alcohol, or imitations. Lying/Cheating - Student delivers message that is untrue and/or deliberately violates rules. Inappropriate Verbal Language - Student engages in low intensity instance of inappropriate language. Disrespect/Noncompliance – Student engages in brief or low-intensity failure to respond to adult requests. Physical Contact - Student engages in non-serious, but inappropriate physical contact Disruption - Student engages in low-intensity, but inappropriate disruption. Property Misuse - Student engages in low-intensity misuse of property. Teasing/Taunting - The delivery of direct or technology-based messages that involve intimidation, teasing, taunting, threats, or name-calling. Tardy – Student arrives at class after the bell (or signal that class has started). Technology Violation – Student engages in non-serious but inappropriate (as defined by school) use of cell phone, music/video players, camera, and computer. Reference Activity #13

Discipline Process Flowchart Reference Activity #15

Office Discipline Referral Form Reference Activity #16

Professional Development for Faculty and Staff Today’s RTI2-B training during in-service Updates on RTI2-B at Faculty Meetings School calendar shows RTI2-B information Reference Activity #20

Input Needed from Faculty and Staff Review the following materials in your folder: Draft of Implementation Manual Lesson Plans Grade Level Chairs have already reviewed these and provided suggestions Office-Managed vs Classroom-Managed Problem Behavior definitions, examples and non-examples Please provide feedback through the online survey by Friday Reference Activity #18

Acknowledgement of Faculty and Staff Participation Worker Bee Award Poster displayed on classroom door of teacher (selected by Administrator and RTI2-B School Team) Staff are given the award for doing an exceptional job teaching/re-teaching expectations and acknowledging students with Bramble Bucks Raffles After the school-wide celebration, Bramble Bucks are removed from the Beehive and placed in a box Bramble Bucks will be drawn from the box at the next faculty meeting, and the teacher listed on the Bramble Buck will win a prize Beekeeper Breakfast Quarterly appreciation breakfasts hosted by RTI2-B School Team and PTO Our way of saying thank you for implementing RTI2-B Reference Activity #12

Involvement of Families and Community Busy Bees Bulletin board in the front office will display names and pictures of community groups and family members who have helped with RTI2-B with a large “thank you” sign School Website Running banner to highlight participation from community and family members Thanking Members of our Beehive Annual celebratory event at the end of the year Family and community members invited Reference Activity #12

Data-Based Decision Making RTI2-B Team will review data at every meeting Data will also be shared at faculty meetings More information regarding the specific tools will be shared at a later date Reference Activity #25