1. RTI2-B at Bramble Elementary School
Staff Presentation
August 2016

2. 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.

3. 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.

4. 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.

5. 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

7. 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!

8. 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),
(Horner et. al., 2014)

9. 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

10. 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

11. 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.

12. 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

13. Behavioral Expectations Matrix
Reference Activity #7

14. 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

15. 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

16. 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

17. 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

18. 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

19. Discipline Process Flowchart
Reference Activity #15

20. Office Discipline Referral Form
Reference Activity #16

21. 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

22. 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

23. 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

24. 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

25. 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