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Certain Access Behavioral RTI
Chris Weber
cweber_teacher@yahoo.com
@Chi_educate
Chris Weber Education
https://chriswebereducation.com
The Four C’s of RTI
Collective responsibility
Concentrated instruction
Convergent assessment
Certain access
Certain Access
Certain access is a systematic process that guarantees every student receives the time and support needed to learn at high levels.
Essential question:
How do we get every student there?
Certain Access
Effective interventions
Systematicresponse
Three Critical Teams – Chapter 3
TeacherTeams
SchoolLeadership
Team
SchoolIntervention
Team
A Systematic Response Must …
• Identify
• Determine
• Monitor
• Revise
• Extend
… regardless of the teacher.
Student Identification
Universal screening Identify students who will need intensive help before they start to fail.
Common assessment data
Staff recommendation
Staff Recommendation
• At least every three weeks
• Every teacher
Determine
• Tier 1 to Tier 2
• Who knows the student?
Schoolwide Guided
Interventions
Teacher-Team Guided
Interventions
Tier 1
Tier 2
Tier 3
Teacher Teams
• Collective responsibility for essentials
• Concentrating and delivering instruction
• Converging evidence through common formative assessments
• Primary responsibility for ensuring access to the extra time and support
Select and unwrap essential student learning outcomes and develop a
unit assessment plan.
Analyze assessment and identify students
in need of interventions.
Introduce learning targets. Begin
instruction.
Analyze formative assessment results,
provide interventions, and continue core instruction.
Give formative assessmentGive end-of-unit
assessment
Repeat for additional learning targets as needed
Cycle of RTI
p. 102
Schoolwide Guided
Interventions
Teacher-Team Guided
Interventions
Tier 1
Tier 2
Tier 3
Teacher TeamLeadership Team
Schoolwide Leadership Teams
Serve as guiding coalition for all continuous improvement practices
– Consensus for collective responsibility
– Lead universal screening efforts
– Ensure all students are receiving time & support
Allocate fiscal, temporal, personnel, and material resources
Lead schoolwide behavioral RTI
SchoolwideResponsibilities
Essential standardsEffort
Attendance
Behavior
English Language
Teacher Team Responsibilities
Monitor
There is no RTI unless we frequently check to ensure that students are “responding.”
Foundational skills
Essential outcomes
Behaviors
CBMs
CFAs
CICO
Schoowide Guided
Interventions
Teacher-Team Guided
Interventions
Tier 1
Tier
Tier 3
2
Identify
Universal screening
Can we predict which students are at extreme risk of failing before we begin core instruction?
What would the predictors be?
Universal Screening
Universal Screening
• Oral Language
• Reading
• Writing
• Number sense
• English language
• Attendance
• Behavior
Tier 3 Schoolwide
Responsibilities
Writing
Reading
Number sense
English language
Effort
Attendance
Behavior
An Intervention TeamDifferent Experiences, Expertise, and Perspective
• Principal
• Counselor
• Psychologist
• Speech therapist
• Special educators
• English language development specialist
• Reading specialist
• Librarian
• Community resource officer
• Nurse
• Meet frequently.
• Pre-scheduled dates
• Document efficiently.
• Diagnose causes; determine solutions.
An Intervention Team
Tier 2 to Tier 3
Increase intensity:
• Frequency & duration
• Specificity & targeted
• Ratio
• Professional development
Extend
• What if Tiers 1, 2, and 3 don’t work?
• Are our actions justified?
Tier 1
Viable, clearly defined curriculum
Common assessments
Differentiation
Content, process, product, environment
Tier 1
Review standards, skills, & desired outcomes
Prioritize outcomes
Unpack, unwrap, deconstruct…
…and GET TO DEEPLY KNOW the highest priority outcomes
Tier 1
Map the standards
With time for assessment, instruction, preteaching, reteaching, collaboration, application, …
Craft common assessments
Plan for differentiated instruction
Tier 1
Deliver differentiated instruction
Administer and analyze common assessments
Identify effective instructional strategies
Refine practices based on evidence
Tier 2
Can we predict that some students will need more time…
…to master prioritized Tier 1 content…
…in BOTH behavior and academics?
Can we predict that some students will need an alternative approach…
…to master prioritized Tier 1 content?
Tier 2
That’s Tier 2…
more time…
…alternative approaches…
…to master prioritized Tier 1 content
Tier 2“Buffer” time within the year and/or within the day
More homogeneous groupings
Time for intervention and enrichment
Time to provide academic and behavioral supports
Tier 3Can we predict…
… that some students will have significant deficits in foundational prerequisite skills…
…in BOTH behavior and academics…
…and that in the absence of immediate, intensive supports,
…they will fail to access essential outcomes, fall further behind, and become increasingly frustrated?
Tier 3
That’s Tier 3…
…immediate, intensive, diagnostically-driven, and targeted supports…
…to ameliorate significant deficits in foundational skills
Tier 3Temporarily, in place of other important content, and creatively scheduled.
When students would otherwise be working independently
Alternating what students miss
Adjusted to match needs and revised until the student is adequately responding to intervention.
What is the greatest “behavior” area of need at your site?
To change student behaviors
Chang adult behaviors
Behavior occurs everywhere, at all times
requiring consistent, collaborative approaches
Explicitly model the behaviors
That staff want to see from students
Better staff-student relationships =
Better student behaviors
Engaging, well-designed lessons within well-organized, predictable environments =
Better student behavior
The leadership, guidance, and active involvement of the principal and schoolwide team
What gets measured, gets done…evidence
PLCs
RTI
Predictable and proactive
RTI
1. Collectively, proactively respond when students are not responding to instruction and intervention
2. Commit to schoolwide Behavioral RTI
3. Screen
Collaboratively prepare for Tier 1 and 2
4. Prepare Tier 3 and Tier 1 for students
Behavior Manual
Screen and supportProactive
Tier 1 behavioral content Expectations
Tier 1 behavioral instructionTeach
Tier 1 behavioral assessmentEvidence
Tier 1 behavioral reinforcementFeedback
Tier 2 assessmentDiagnose
Tier 2 strategies Interventions
Tier 3 Functional Behavioral Analysis
(FBA)
Behavior Intervention Plan
(BIP)
Screen and Support
Tier 1 differentiation
Tier 3 interventions
Formal behavior screeners
• SRSS
• SIBSS
Behavior screening template
Tier 1 Behavioral Content
Social and academic behaviors
21st century skills
College and career readiness skills
Learning and life strategies
Self-regulation
Executive functioning
Sample school topics
Tier 1 Behavioral InstructionSchoolwide instruction
Tier 1 differentiated
Behavioral instruction within academics
Morning meetings
Consistent classroom management, routines, procedures, and expectations
Tier 1 Behavior Assessment
Evidence gathering
Behavior documentation forms
Walk-through protocols
Tier 1 Behavioral Reinforcement
Acknowledging the positive
Corrections and pre-corrections
De-escalating
Tier 2 Assessment
General diagnostic interview
Specific diagnostic interviews
Monitoring and mentoring through CICO
Tier 2 Strategies
Target behavior(s)
Re-teach
Specify pre-corrections
Specify de-escalations
Target strategies
Teach student strategies
Support staff
Tier 3
Formal Functional Behavior Analysis
(FBA)
Formal Behavior Intervention Plan
(BIP)
Leadership
Present
Proactive
Positive
Measure
Monitor
Communicate
Follow-through
Support
Thank You!
Chris Webercweber_teacher@yahoo.com
@Chi_educate
Chris Weber Education
https://chriswebereducation.com
To schedule professional development at your site, contact Solution Tree
at 800.733.6786.
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