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.