The RTI Highway Merging Academic and Behavioral Tier 2 Systems of Intervention

Presented by: ✦ Linden Elementary School ✦ Oak Ridge City Schools ✦ Presenters: Glenda Bergener and Lisa Downard

Who are you? Where are you in PBIS implementation?

Who We Are

Where are we with SWPBIS? ✦ 2009Planning year ✦ st year of implementation of Tier 1; planning year for Tier 2 Behavior ✦ st year implementation of Tier 2; planning and prep year for Tier 3 ✦ 2013PBIS paves the way! ✦ 2013Begin implementation of Tennessee’s RTI Model merged with PBIS implementation ✦ 2014Full implementation of Tennessee’s RTI Model merged with PBIS implementation

Making Time

PBIS Paved the way for RTI ✦ We were already functioning within a 3 Tiered system of support for students with a focus on behavior ✦ Teachers, students, and families were already accustomed to documentation of interventions and progress monitoring

District-Wide RTI Implementation Plan ✦ District-wide RTI Handbook ✦ District-wide process including dates for Universal Screener/benchmarks ✦ District-wide forms and parent communication At the end of the first grading period, a team with a representative from each elementary building met to discuss and revise the forms and procedures as needed

Universal Screener Benchmark Assessment Schedule

Merging Tier 2 Systems of Interventions: Academic and Behavioral

___________ will begin a new form of PAWS tracking today. The form will track 1 Goal only: “I will follow directions the first time they are given.” He will begin to carry a red folder, similar to a PAWS folder. He will be tracked through 13 periods of the day. On the left side there are 3 smiley faces with Velcro on top of 3 X’s AND a picture of his goal. _____ is to begin each tracking period with 3 smiley faces. If _____ is given a direction and he does not comply, simply take one of the smiley faces without any verbal interaction, and point to the picture of his goal below the smiley faces. If he does comply immediately, give specific verbal praise and a ticket, and move on. You are to circle the number that corresponds to the number of smiley faces he still had at the end of the that tracking period, make positive comments and initial the comment box. Please put the smiley faces back on the chart for the beginning of each tracking period. If he loses all 3 of his smiley faces, you are to write an anecdotal record on the back of his tracking chart. I will place additional anecdotal records in your mailboxes in case he receives many of these throughout the day. If he receives 3 anecdotal records in one day, I will write a DOB (minor) for this behavior. I will be responsible for keeping track of his daily progress. If this is confusing, please get with me right after school and I will explain further. Just remember, we are only tracking 1 goal. Please follow the school expectation policy for all other behaviors. Thanks,

Sample PAWS (CICO) form

1 st Grade student with behavior plan in place: -work in all subject areas is modified -manipulatives are provided -picture schedule with morning discussion -check in, check out with Glenda Bergener -reinforcement schedule/tracking chart, with daily reward for reaching goal -additional adults in classroom -adult support during math lesson -cool off area in room with timer -count down cards -countdown warning before we transition to a new activity - specific line order for class when going anywhere in school, all special area teachers and staff use the order -works with reading specialist for tier 3 math intervention -works with small group for tier 3 math intervention -use of message folder to office to allow ___ a few minutes to refocus before an academic task -snack time -planned ignoring, not giving attention to the behavior

Questions???

Contact Us Lisa Downard: Glenda Bergener: