Incrementally Improving Implementation of Tier 1 Diana Browning Wright, MS, LEP

Today’s Agenda Review of Tier 1 School share outs regarding current status of RTI efforts

System Change System change is not a one-time event ▫IT IS A PROCESS THAT UNFOLDS OVER TIME Use it or lose it ▫IF THIS IS THE ONLY TIME RTI IS DISCUSSED, THEN THERE WILL BE NO IMPROVEMENTS IN PRACTICES AND OUTCOMES Create a culture of openness and willingness to take on new practices ▫SCHOOLS ARE EVOLVING SYSTEMS THAT SHOULD CHANGE WITH TIME

System Change Ingredients Strong support from leadership Establish clear expectations for practice and create system for recognize/reinforcing staff for adopting practices Establish an internal leadership team of influential staff members who serve as champions of the cause Reserve time to train staff and provide opportunities to receive coaching and/or feedback

Belief system Knowledge Skills Procedures System Change Leadership Resources Ongoing Support

Targeted/ Intensive (High-risk students) Individual Interventions (3-5%) Selected (At-risk Students) Small Group or Individual Strategies (10-25% of students) Universal (All Students) School/classwide, Culturally Relevant Systems of Support (75-90% of students) Tier 3 Menu: FBA-based Behavior Intervention Plan Replacement Behavior Training Cognitive behavior skills training Tier 2 Menu: Behavioral contracting Self monitoring School-home note Mentor-based program Differential reinforcement PPR Tier I Menu: Positive relationships School-wide PBS SEL curriculum Good behavior game Proactive classroom management Physiology to learn Progressive method of responding to prob. beh. MENU of Evidence- based Supports

ACTIVITY: Positive Relationships w/ All Students Rationale for why positive relationships is an essential component of an effective Tier 1 system Explicit practices that enable an intentional approach to creating positive relationships w/ all students Fidelity of implementation ▫0 = Not implementing ▫1 = Poorly implementing across all staff ▫2 = Somewhat implementing across all staff ▫3 = Moderately implementing across all staff ▫4 = Fully implementing across all staff

Relationship - Rationale Positive relationships represent a precondition to learning It is the most culturally-sensitive thing we can do as educators Must leverage our positive relationships to: – Motivate students to engage in difficult, challenging academic tasks – Correct problem behavior – Create a safe place to minimize the impact of trauma and other outside stressors

Relationship - Practices Establish – Meeting with students individually – Validating and seeking to understand the student (communicating I like you and you can trust me) – Looking for and acknowledging the positive in the other person Maintain – 5 to 1 ratio – Positive greetings at the door Restore – Restorative practices – Meeting with the student to connect and repair any harm Adult taking some ownership Communicating to the student that I like having you in the class

ACTIVITY School-wide PBIS Rationale for why SW-PBIS is an essential component to building a safe, orderly, and productive learning environment Explicit practices that constitute SW-PBIS Fidelity of implementation ▫0 = Not implementing ▫1 = Poorly implementing across all staff ▫2 = Somewhat implementing across all staff ▫3 = Moderately implementing across all staff ▫4 = Fully implementing across all staff

SW-PBIS - Rationale Teaching, modeling, and cueing the behaviors you want to see rather than focusing on reacting and punishing the behaviors you don’t want to see Adopting common language and practices across staff to facilitate positive school culture Creating alternatives to office referral and suspension through a progressive response system

Practices Associated with SW-PBIS Establish expectations – 3 to 5 positively stated behavioral expectations – Behavioral expectation matrix Teaching – School assembly – Rotational teaching in different settings – Ongoing teaching of expectations in the classroom Motivation system – Establish a currency – School store to exchange currency for desired – Lottery system to recognize – Class or grade-level competition

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ACTIVITY: Progressive System of Responding to Problem Behavior Rationale for why it is important for staff to adopt a progressive system of responding to problem behavior Explicit practices that constitute an effective progressive system of responding to prob. behavior Fidelity of implementation ▫0 = Not implementing ▫1 = Poorly implementing across all staff ▫2 = Somewhat implementing across all staff ▫3 = Moderately implementing across all staff ▫4 = Fully implementing across all staff

Diana Browning Wright, M.S., L.E.P. & Clayton R. Cook, PhD 17

ACTIVITY: SEL Curriculum Rationale for why it is important to adopt a SEL curriculum Explicit procedures & practices that constitute delivering an SEL curriculum Fidelity of implementation ▫0 = Not implementing ▫1 = Poorly implementing across all staff ▫2 = Somewhat implementing across all staff ▫3 = Moderately implementing across all staff ▫4 = Fully implementing across all staff

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ACTIVITY: Proactive Classroom Management Rationale for why it is important to implement proactive classroom management strategies Explicit practices that enable proactive classroom management that promotes academic engagement and reduces problem behavior Fidelity of implementation on each of 16 ▫0 = Not implementing ▫1 = Poorly implementing across all staff ▫2 = Somewhat implementing across all staff ▫3 = Moderately implementing across all staff ▫4 = Fully implementing across all staff

ACTIVITY: Good Behavior Game Rationale for why a teacher should implement the GBG Explicit practices that are associated with implementing the GBG Fidelity of implementation ▫0 = Not implementing ▫1 = Poorly implementing across all staff ▫2 = Somewhat implementing across all staff ▫3 = Moderately implementing across all staff ▫4 = Fully implementing across all staff

Summarize and Strategize Record next steps at your site in prioritized order List WHY you have selected your approach