schools that really care: expanding rti to address social

Response to Intervention

Schools That Really Care: Expanding RTI Care: Expanding RTI to Address Social & Emotional Needs: Emotional Needs: Session 5: ‘Launching RTI-B’Launching RTI B

Jim Wrightgwww.interventioncentral.org

www.interventioncentral.org


Access PPTs and other materials from this workshop at:p

http://www.interventioncentral.org/rti behaviorhttp://www.interventioncentral.org/rti_behavior

Password: RTI BPassword: RTI_B



Previous Session: 15 January 2016: Workshop Topics1. Tier 3: Conducting an RTI Team Meeting. The RTI Problem-

Solving Team meets on students with the most intensive behavioral or socio emotional issues The Team follows a structured process or socio-emotional issues. The Team follows a structured process and assigned roles.

2. Setting Up School-Wide Behavior Screening. Schools can use g p gboth archival information (grades, attendance, disciplinary referrals) and teacher nominations to identify students who require RTI B Tier 2 intervention supportRTI-B Tier 2 intervention support.

3. Combating Learned Helplessness: Growth Mindset. Teachers can structure statements to groups and individuals to promote can structure statements to groups and individuals to promote increased motivation and student engagement. The formula for these ‘growth mindset’ statements includes description of the work

t f ll k l d t th t th t k i h ll i


process to follow, acknowledgement that the task is challenging, and an expression of confidence in a positive outcome.


Ch ll 1 St d t WhChallenge 1. Students WhoDisengage. In conferences withd t t d t b educators, students can become

defensive and resist making positive changes.

1. Student-Centered Conference. Teachers can use non-directive language and a meeting process focusing on positive change to language and a meeting process focusing on positive change to encourage student motivation.

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Ch ll 2 M i RTI B Challenge 2. Managing RTI-B Complexity & Building a Plan. S h l t b bl t t th Schools must be able to map out the many elements that make up RTI-B

d th lit ith hi h h i and assess the quality with which each is implemented. And with limited resources, schools

t k d i i b t hi h l t f must make decisions about which elements of a school- or district-wide RTI-B plan have immediate priorit and hich can be sched led for later roll o tpriority and which can be scheduled for later roll-out..

2. RTI-B 'Critical Elements' Checklist. Use this checklist as an


evaluation tool to track the degree and quality of RTI-B implementation—as well as to put RTI-B elements on a timeline.


Homework Options for Session 5:1 M h 2016

• RTI-B: Tier 3 RTI Problem-Solving Team Self-Study. Review

1 March 2016RTI B: Tier 3 RTI Problem Solving Team Self Study. Review the materials presented in session 4 on running effective RTI Teams: including Team roles, sample Team minutes recording form, Facilitator's Guide, 'Quality Indicators' Checklist. Note your RTI Team's strengths and areas needing improvement. Based on this survey, come up with an action

l t i T plan to revise your Team process. Bring the results of your survey and action plan to the next

i


session.

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Homework Options for Session 5:1 M h 2016

RTI-B Screening Plan. Using the handout Building an RTI-B

1 March 2016g g g

School-Wide Screening Process Through Archival Data & Multi-Gating Procedures, create a draft plan to screen your school or di t i t f b h i l d i l ti l i C t l district for behavioral and social-emotional issues. Create a plan for:

using archival data (ODRs course/school attendance) as a source of – using archival data (ODRs, course/school attendance) as a source of screening data--with Tier 2 and Tier 3 cut-points and corresponding 'RTI Next Steps' for each.

– establishing a multi-gated approach that uses teacher nomination (gate 1), instructor completion of behavior questionnaires (gate 2), and direct observation (gate 3) as an efficient means to locate students with RTI-B


observation (gate 3) as an efficient means to locate students with RTI-B needs who otherwise might not be identified for intervention support.

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Activity: Homework Report-Outy p

Select a spokesperson

1. RTI-B: Tier 3 RTI Problem-Solving Team Self-Study. Review the materials on running effective RTI Teams:

spokesperson.

Review any • Note your RTI Team's strengths and areas needing improvement.

Based on this survey, come up with an action plan to revise your Team process Bring the results of your survey and action plan to

homework that your group completed since

Team process. Bring the results of your survey and action plan to the next session.

2. RTI-B: School-Wide Screening Plan. Create a plan to screen your school or district for behavioral and social emotional issues to include:completed since

our meeting on 15 January.

school or district for behavioral and social-emotional issues-to include:

• using archival data (ODRs, course/school attendance) as a source of screening data--with Tier 2 and Tier 3 cut-points and

Prepare a quick summary to

corresponding 'RTI Next Steps' for each.

• establishing a multi-gated approach that uses teacher nomination (gate 1), instructor completion of behavior questionnaires (gate


present to the large group.

(g ), p q (g2), and direct observation (gate 3) as an efficient means to locate students with RTI-B needs who otherwise might not be identified for intervention support.


Student-Centered Conference. How can teachers use non-authoritarian communication techniques setting of clear techniques, setting of clear change goals, and other motivating techniques to engage motivating techniques to engage students as problem-solvers?



Student-Teacher Conferences: The Dream & the Reality• Consider this scenario: The teacher invites a struggling

student (and perhaps parents) to a conference. The intention of this meeting is to understand the cause(s) of the intention of this meeting is to understand the cause(s) of the student's difficulties and to put together an action plan.

• What actually happens: The teacher opens the meetings • What actually happens: The teacher opens the meetings with a stern warning about the student's poor performance and dire predictions of what negative outcomes will occur if p gthat student does not improve.

• The student shuts down. Adults gang up on the student, g g p ,redoubling their efforts to convince the learner to make positive changes. The meeting adjourns, with a sullen

f


student who now feels coerced and is thus unlikely to participate in any action plan.

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How to Motivate (or Shut Down) a StudentHow to Motivate (or Shut Down) a Student“When the counselor opposes [client] resistance, attempting to refute or correct it the usual client response is to further defend refute or correct it, the usual client response is to further defend the status quo. Patterson and Forgatch (1985) demonstrated that counselors can drive client resistance up and down as a that counselors can drive client resistance up and down as a step function within the same session, by switching back and forth between empathic and authoritative styles. When counselors responded in a more authoritative manner, teaching and directing their clients, resistance increased dramatically. Wh th it h d t fl ti d thi t l li t When they switched to a reflective and empathic style, client resistance dropped abruptly. Resistance, it appears, was under experimental control of the therapist ” p 301


experimental control of the therapist. p. 301

11Source: Miller, W. R., & Rollnick, S. (2004). Talking oneself into change: Motivational interviewing, stages of change, and therapeutic process. Journal of Cognitive Psychotherapy, 18(4), 299-308.


Conferencing with Students: Two Rules Conferencing with Students: Two Rules When educators conference with students, the motivational interview literature (Miller & Rollnick 2004) suggests 2 interview literature (Miller & Rollnick, 2004) suggests 2 important strategies:1 Do NOT engage the student in an argument or otherwise 1. Do NOT engage the student in an argument or otherwise

use authoritarian language.2 DO pay differential attention to instances of ‘change talk’: 2. DO pay differential attention to instances of change talk :

those student statements that explore problem-solving or change.g

www.interventioncentral.org 12Source: Miller, W. R., & Rollnick, S. (2004). Talking oneself into change: Motivational interviewing, stages of change, and therapeutic process. Journal of Cognitive Psychotherapy, 18(4), 299-308.


Communication Tools to Motivate and Engage. What are ‘non-directive’ g gtechniques that educators can use to motivate students toward positive motivate students toward positive change? pp. 13-15



Communication Tools to Motivate and Engage the Reluctant Studentthe Reluctant Student

(available online)



Non-Directive Communication ToolsNon Directive Communication Tools1. Acknowledging Student

ControlThese

t t i Control2. Active Listening

strategies can…reduce the

3. Reflection4. Reframing

reduce the student’s defensiveness 4. Reframing

5. Positive Redirection6 Exploratory Questions

and steer the conversation

d i i 6. Exploratory Questions7. Apology

toward positive, change-oriented


oriented outcomes.


Tools: Acknowledging Student ControlTools: Acknowledging Student ControlThe student alone has the power to commit to--or refuse to participate in a change plan So teacher statements that participate in--a change plan. So teacher statements that frankly emphasize student control can have positive effects.

These statements: – underscore personal responsibility and can thus p p y

discourage projecting blame on others.– can reduce the likelihood of a power struggle by p gg y

preemptively recognizing the student's control.

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Tools: Acknowledging Student ControlTools: Acknowledging Student ControlExamples:

• "We can talk about a plan to help you to improve your grades in this course. What that plan includes is up to you.“

• "One tool that students often find useful is a learning contract. Let me know if this is something you want to create "Let me know if this is something you want to create.


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Tools: Active ListeningTools: Active ListeningYou can use active-listening strategies to signal that you have truly heard and understood the student's concerns truly heard and understood the student s concerns. – You can employ restatements of what was said by the

student strategically to highlight specific comments that student strategically to highlight specific comments that you judge significant. Used judiciously, restatement conveys that you are paying close attention. Restatements y y p y galso selectively bring to the student's attention statements that the teacher finds noteworthy.

– Summaries are brief statements in which you 'sum up' a

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related series of student utterances.

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Tools: Active ListeningTools: Active ListeningRestatement Example:

• The student states, "I don't like asking for help in class".

The teacher judges this to be an important point and restates The teacher judges this to be an important point and restates it: "So you really would like to not have to ask others for help.“Summary Example:Summary Example:

• A teacher may summarize a student's comments about difficulties in getting homework turned in: "So you find that difficulties in getting homework turned in: "So, you find that the homework is difficult to do and takes a lot of time. Plus you said that it can be hard to find a quiet place at home to do 22


you said that it can be hard to find a quiet place at home to do your homework."

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Tools: ReflectionTools: ReflectionReflection statements give you a means of inserting your interpretation or reaction when restating student statementsinterpretation or reaction when restating student statements.

Often, reflection serves to express understanding, or Often, reflection serves to express understanding, or empathy, for the student's situation.


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Tools: ReflectionTools: ReflectionExample:

• The student says, "I don't like asking for help in class.“

• The teacher conveys empathy by reflecting: "I imagine that it would be uncomfortable to bring attention to yourself by

ki f h l "asking for help."


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Tools: ReframingTools: ReframingWhen you want the student to consider a different way of looking at a fact event or situation you can employ a looking at a fact, event, or situation, you can employ a reframing statement.


44


Tools: ReframingTools: ReframingExample:

• The student says, "I'm really frustrated because I put so much work into studying for the test and still got a low grade.“

The teacher puts a different 'spin' on that statement by reframing it: "Give yourself a little credit here-- at least you are reframing it: Give yourself a little credit here at least you are willing to put in the effort to study-and that's a good start."


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Tools: Positive RedirectionTools: Positive RedirectionIn any problem-solving conversation, the student can sometimes need a nudge to move from describing the sometimes need a nudge to move from describing the problem to generating solutions.

In positive redirection, you can use a student statement as a starting point and then redirect--or 'pivot'-- the student toward a solution-focused action.


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Tools: Positive RedirectionTools: Positive RedirectionExample:

• The teacher says to the student: "You just described obstacles that prevent you from completing your homework.

What are some strategies that could help you to overcome these problems?"these problems?


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Tools: Exploratory QuestionsTools: Exploratory QuestionsAt times, you will want to probe a student's statement further or press him or her (gently) for detailsor press him or her (gently) for details.

Exploratory questions work well for this purpose. When Exploratory questions work well for this purpose. When posting such a question, you restate what was said by the student and ask for clarification.


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Tools: Exploratory QuestionsTools: Exploratory QuestionsExample:

• The teacher says, "You say I always pick on you. Can you give examples when it seems like I've picked on you?"

NOTE: Exploratory questions can be particularly helpful when a student makes a statement that seems exaggerated When a student makes a statement that seems exaggerated. When a student says "You always pick on me", for example, a follow-up question seeking specific examples can prod the gstudent to acknowledge that these incidents may not in fact be as pervasive as first indicated


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Tools: ApologyTools: ApologyAt a conference, the student may be unhappy because he or she felt belittled or otherwise mistreated at our hands And she felt belittled or otherwise mistreated at our hands. And occasionally, that student is--right. Educators can unintentionally offend students through an overbearing tone of unintentionally offend students through an overbearing tone of voice, singling out individuals in ways that embarrass them in front of peers, or other violations of social protocol. In these instances, we must be ready to acknowledge our fault and apologize to the student.

Appropriately used, apologies can be of great power in reestablishing positive connections with challenging learners77


reestablishing positive connections with challenging learners.

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Tools: ApologyTools: ApologyExample:

• The teacher says, "I didn't realize until we talked that my jokes in class about your cluttered desk bothered you. I'm sorry I didn't mean to embarrass you Between us let's come sorry--I didn't mean to embarrass you. Between us, let's come up with a better way to handle this issue."


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Activity: Non-Directive Tools for T h St d t C i tiTeacher-Student Communication• The communication tools discussed Communication Tools:

here are used regularly in everyday conversation.

• A challenge though is that teachers

Communication Tools:1. Acknowledging Student

Control• A challenge, though, is that teachersmay view them as 'counseling tools' and therefore be reluctant to use

Control2. Active Listening

(Restatement & Summaries)them in a conscious and strategic manner.

• Your mission: Discuss how you

(Restatement & Summaries)3. Reflection4 Reframing• Your mission: Discuss how you

might introduce these communication techniques to staff in th t ill t th i

4. Reframing5. Positive Redirection6 Exploratory Questions


a manner that will promote their use in teacher-student conferences.

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6. Exploratory Questions7. Apology


Conferences with Positive Conferences with Positive Outcomes. How can student-t h f b teacher conferences be structured to increase the odds that the student will commit to a change plan? pp. 5-10g p pp



Motivating Students toward Change GGoals

Students are more likely to commit to change a goal when they:– visualize the benefits of those goalsg– think about the obstacles preventing movement

from their current state to the change goalfrom their current state to the change goal.– brainstorm solutions to those obstacles.

www.interventioncentral.org 32Source: Oettingen, G., & Gollwitzer, P. M. (2010). Strategies of setting and implementing goals. In J. E. Maddux & J. P. Tangney (Eds.),Social psychological foundations of clinical psychology. (pp. 114-135). New York: The Guilford Press.


Student-Centered Problem-Solving Meeting: Steps• STEP 1: INTRODUCE THE

PROBLEM-SOLVING PROCESS. This meeting

t t • STEP 2: IDENTIFY TARGET FOR

CHANGE.

structure can…create optimism and • STEP 3: ESTABLISH THE

CHANGE GOAL. • STEP 4: VISUALIZE THE

optimism and motivation within the • STEP 4: VISUALIZE THE

CHANGE GOAL. • STEP 5: IDENTIFY OBSTACLES TO

student while resulting in a

li i THE CHANGE GOAL AND DEVELOP AN ACTION PLAN.

more realistic change plan.



Student-Centered Problem-Solving Meeting: Recording FormRecording Form

(available online)



• STEP 1: INTRODUCE THE PROBLEM SOLVING Student-Centered Problem-Solving Meeting: Steps

• STEP 1: INTRODUCE THE PROBLEM-SOLVING PROCESS. The teacher opens with a brief set of talking points that:points that:– state the purpose of the discussion– lay out the agendalay out the agenda– emphasize the student's role as full participant who

retains control over the creation and content of a retains control over the creation and content of a change-plan.

These talking points establish the outcome goal as the g p gcreation of a change-plan and encourage the student to take an active and participatory role


Response to InterventionStudent-Centered Problem-Solving Meeting: Steps

STEP 1: INTRODUCE THE PROBLEM SOLVING PROCESS(Cont )STEP 1: INTRODUCE THE PROBLEM-SOLVING PROCESS(Cont.)



STEP 2: IDENTIFY TARGET FOR CHANGE In this Student-Centered Problem-Solving Meeting: StepsSTEP 2: IDENTIFY TARGET FOR CHANGE. In this step, teacher and student agree on a single current problem to target for discussion and a change plan. problem to target for discussion and a change plan. Examples: limited homework completion; low test, quiz, or course grades; and poor class attendance. – The teacher can take the lead in identifying the

problem, if necessary.– When possible, the teacher and/or student should

quantify and record the magnitude of the target bl "I h t t d i 30% f problem, e.g., "I have not turned in 30% of my

homework assignments; "I have a class grade average of 50")


average of 50 ).

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STEP 2: IDENTIFY TARGET FOR CHANGE (Cont )Student-Centered Problem-Solving Meeting: Steps

STEP 2: IDENTIFY TARGET FOR CHANGE (Cont.)

I have missed 10 of 24 possible class sessionsI have missed 10 of 24 possible class sessions.



STEP 3: ESTABLISH THE CHANGE GOAL Next Student-Centered Problem-Solving Meeting: StepsSTEP 3: ESTABLISH THE CHANGE GOAL. Next, teacher and student set the change goal: the goal that the student wishes to accomplish. the student wishes to accomplish.

– The change goal is usually obvious: the solution to g g ythe target problem chosen in the previous step.

– The change goal should be stated in clear and g gspecific terms that allow a yes/no response.



STEP 3: ESTABLISH THE CHANGE GOAL(Cont )Student-Centered Problem-Solving Meeting: Steps

STEP 3: ESTABLISH THE CHANGE GOAL(Cont.)

I will miss no more than one class session in the next 5 weeks of school.

This goal leaves no doubt at the end of 5 weeks whether the student's attendance goal has been successfully met


successfully met.


STEP 4: VISUALIZE THE CHANGE GOAL Once a Student-Centered Problem-Solving Meeting: StepsSTEP 4: VISUALIZE THE CHANGE GOAL. Once a change goal has been set, the teacher directs the student to take a moment to (1) imagine that the student student to take a moment to (1) imagine that the student has attained the change goal ; and (2) describe and write down how his or her situation would improve as a result.

Th t d t Ri k f l i i b fit f The student Rick, for example, may envision benefits of improving his attendance as, "I will get better grades; kids won't tease me about skipping; I won't have to kids won t tease me about skipping; I won t have to keep meeting with my teacher and the counselor; my mom won't get so many phone calls; I can pass the


g y p pcourse and graduate on time."

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STEP 3: VISUALIZE THE CHANGE GOAL(Cont )Student-Centered Problem-Solving Meeting: Steps

STEP 3: VISUALIZE THE CHANGE GOAL(Cont.)

Visualization example for Change Goal: Visualization example for Change Goal: “I will miss no more than one class session in the next 5 weeks of school.”

I will get better grades. Kids won't tease me about skipping.I won't have to keep meeting with my teacher and the counselor.My mom won't get so many phone calls


My mom won't get so many phone calls.I can pass the course and graduate on time


STEP 5: IDENTIFY OBSTACLES TO THE CHANGE Student-Centered Problem-Solving Meeting: StepsSTEP 5: IDENTIFY OBSTACLES TO THE CHANGE GOAL AND DEVELOP AN ACTION PLAN. The gap that the student must close to reach his or her change that the student must close to reach his or her change goal can be considerable, and numerous obstacles can interfere with success.

The odds for success increase considerably when the ystudent has also anticipated and brainstormed solutions for difficulties that will inevitably arise along the way (O tti & G ll it 2010)(Oettingen & Gollwitzer, 2010).



STEP 5: IDENTIFY OBSTACLES TO THE CHANGE Student-Centered Problem-Solving Meeting: StepsSTEP 5: IDENTIFY OBSTACLES TO THE CHANGE GOAL AND DEVELOP AN ACTION PLAN (Cont.). With the student primed by envisioning a successful With the student primed by envisioning a successful change goal, the teacher directs that student to contrast the desired goal with his or her current situation. the desired goal with his or her current situation. Next, the student lists obstacles that might prevent movement from the current situation to the change goal.movement from the current situation to the change goal.Then the student comes up with and records one or more ideas to overcome each obstacle. When more ideas to overcome each obstacle. When completed, the list of obstacles and corresponding solutions serves as the student's action plan for


attaining the change goal.

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Response to InterventionStudent-Centered Problem-Solving Meeting: StepsSTEP 5: IDENTIFY OBSTACLES TO THE CHANGE STEP 5: IDENTIFY OBSTACLES TO THE CHANGE GOAL AND DEVELOP AN ACTION PLAN (Cont.)

I sometimes oversleep I will go to bed earlierI sometimes oversleep I will go to bed earlier..I will set my alarm.

I skip class when I haven’t I will schedule a regular time each night for doing homeworkI skip class when I haven tdone my homework.

I will schedule a regular time each night for doing homework.I will first do nightly homework for this course to be sure it

gets done.



Activity: Student-Centered Problem-Solving M ti StMeeting: Steps• The advantage of a ‘student- Student Conference: Meeting Stepsg

centered’ meeting process is that it is both motivating and highly adaptable

• STEP 1: INTRODUCE THE PROBLEM-SOLVING PROCESS.

• STEP 2: IDENTIFY TARGET FOR highly adaptable .• Discuss how you might

encourage teachers to use a

• STEP 2: IDENTIFY TARGET FOR CHANGE.

• STEP 3: ESTABLISH THE process like this in student or student-parent conferences.

CHANGE GOAL. • STEP 4: VISUALIZE THE

CHANGE GOAL CHANGE GOAL. • STEP 5: IDENTIFY OBSTACLES

TO THE CHANGE GOAL AND


DEVELOP AN ACTION PLAN.


RTI-B: Tiers 1, 2 & 3: Quality IndicatorsQuality Indicators

Jim Wrightwww.interventioncentral.org



RTI –B: ‘Critical Elements’ ChecklistThis checklist outlines This checklist outlines quality indicators for building and building and evaluating a 3-tier behavior-intervention behavior intervention model.



www.interventioncentral.orgSource: Grosche, M., & Volpe, R. J. (2013). Response-to-intervention (RTI) as a model to facilitate inclusion for students with learning and behaviour problems. European Journal of Special Needs Education, 28, 254-269. http://dx.doi.org/10.1080/08856257.2013.768452


RTI B Critical Elements RTI-B: Critical Elements Scratch Sheet Tier 1 :Ensuring

Adult Participation 3Need to train TAs to follow classroom plans

Directions. As you review the 'critical elements' of RTI-B (Tiers 1 2 3 and school-wide (Tiers 1,2,3 and school wide screening), use this form to note any elements that you believe require top priority believe require top-priority attention in your school or district. At the end of today's workshop, your team will have time to discuss each member's selected elements.


member s selected elements.


RTI-B: Tier 1: Class-Wide Management• Well-managed classrooms are built on a

foundation that includes teaching behavioral foundation that includes teaching behavioral expectations to students and using proactive strategies to manage group behaviorsstrategies to manage group behaviors.


Response to InterventionRTI-B: Tier 1: Class-Wide Management: Look-For’s: 1 High Expectations for BehaviorTeaching Culturally Responsive Behavioral Expectations.

1. High Expectations for Behavior

Students have been explicitly taught classroom behavioral expectations. Those positive behaviors are acknowledged and reinforced on an ongoing basis (Fairbanks S gai G ardino & reinforced on an ongoing basis (Fairbanks, Sugai, Guardino, & Lathrop, 2007).

Behavioral expectations are selected and framed in a manner that acknowledges the diversity of cultures within the school g ycommunity and recognizes the need for students to be active rather than passive learners (Bal, Thorius, & Kozleski, 2012).


Response to InterventionRTI-B: Tier 1: Class-Wide Management: Look-For’s: 1 High Expectations for Behavior

Training the Class in Basic Classroom Routines. The teacher


has established routines to deal with common classroom activities (Fairbanks, Sugai, Guardino, & Lathrop, 2007; Marzano, Mar ano & Pickering 2003) E amples of classroom ro tines Marzano, & Pickering, 2003). Examples of classroom routines include:

engaging students in meaningful academic activities at the – engaging students in meaningful academic activities at the start of class (e.g., using bell-ringer activities).

– assigning and collecting homework and classwork– assigning and collecting homework and classwork.– transitioning students efficiently between activities.


Response to InterventionRTI-B: Tier 1: Class-Wide Management: Look-For’s: 1 High Expectations for Behavior

Posting Positive Classroom Rules. The classroom has a set of


3-8 rules or behavioral expectations posted. When possible, those rules are stated in positive terms as ‘goal’ behaviors (e.g. ‘St dents participate in learning acti ities itho t distracting ‘Students participate in learning activities without distracting others from learning’). The rules are frequently reviewed (Simonsen Fairbanks Briesch Myers & Sugai 2008)(Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008).


Response to InterventionRTI-B: Tier 1: Class-Wide Management: Look-For’s: 2 Instruction That Motivates

Ensuring Instructional Match. Lesson content is appropriately

2. Instruction That Motivates

matched to students' abilities (Burns, VanDerHeyden, & Boice, 2008).



Providing Explicit Instruction. When teaching new material, the


teacher delivers instruction in a manner that maximizes student understanding: starting with (1) modeling and demonstration, mo ing to (2) s per ised practice ith performance feedback moving to (2) supervised practice with performance feedback, and concluding with (3) opportunities for independent practice with feedback (Rosenshine 2008)with feedback (Rosenshine, 2008).



Promoting Active Engagement. The teacher inserts activities at


key points throughout the lesson to ensure that learners are engaged in ‘active accurate responding’ (Skinner, Pappas & Da is 2005) at rates s fficient to hold attention and optimi e Davis, 2005) at rates sufficient to hold attention and optimize learning.



Providing a Brisk Rate of Instruction. The teacher presents an


organized lesson, with instruction moving briskly. There are no significant periods of ‘dead time’ (e.g., drawn-out transitions bet een acti ities) hen misbeha ior can start (Carnine 1976 between activities) when misbehavior can start (Carnine, 1976; Gettinger & Ball, 2008).



Offering Choice Opportunities. The teacher provides the class


with appropriate opportunities for choice when completing in-class academic tasks (Jolivette, Wehby, Canale, & Massey, 2001) Offering choice options can increase academic moti ation and Offering choice options can increase academic motivation and focus while reducing problem behaviors.


Response to InterventionRTI-B: Tier 1: Class-Wide Management: Look-For’s: 3 Managing the Classroom

Scanning the Class Frequently. The teacher ‘scans’ the

3. Managing the Classroom

classroom frequently—during whole-group instruction, cooperative learning activities, and independent seatwork. The teacher strategicall and proacti el recogni es positi e teacher strategically and proactively recognizes positive behaviors while redirecting students who are off-task (Sprick, Borgmeier & Nolet 2002)Borgmeier, & Nolet, 2002).



Employing Effective Verbal Commands. The teacher delivers


clear directives to students that are (1) spoken calmly, (2) brief, (3) stated when possible as DO statements rather than as DON'T statements (4) framed in clear simple lang age and (5) statements, (4) framed in clear, simple language, and (5) delivered one directive at a time and appropriately paced to avoid confusing or overloading students (Kern & Clemens 2007; confusing or overloading students (Kern & Clemens, 2007; Matheson & Shriver, 2005). These directives are positive or neutral in tone, avoiding sarcasm or hostility and over-lengthy g y g yexplanations that can distract or confuse students.


Response to InterventionRTI-B: Tier 1: Class-Wide Management: Look-For’s: 3 Managing the ClassroomProviding Active Supervision. The teacher frequently moves


through the classroom--strategically recognizing positive behaviors while redirecting students who are off-task (De Pry & S gai 2002) As needed the instr ctor gi es beha ioral Sugai, 2002). As needed, the instructor gives behavioral reminders or prompts, teaches or reteaches expected behaviors , and praises examples of appropriate student behaviorand praises examples of appropriate student behavior.


Response to InterventionRTI-B: Tier 1: Class-Wide Management: Look-For’s: 3 Managing the ClassroomShaping Behavior Through Praise. To increase desired


behaviors, the teacher praises students when they engage in those targeted behaviors (Kern & Clemens, 2007). Effective teacher praise consists of t o elements (1) a description of teacher praise consists of two elements: (1) a description of noteworthy student academic performance or general behavior, and (2) a signal of teacher approval (Brophy 1981; Burnett and (2) a signal of teacher approval (Brophy, 1981; Burnett, 2001). The teacher uses praise at a rate sufficient to motivate and guide students toward the behavioral goal and maintains an g gaverage of 4 praise statements for every disciplinary statement (Villeda et al. 2014).



Establishing a Range of Consequences for Misbehavior. The


teacher has a continuum of classroom-based consequences for misbehavior (e.g., redirect the student; have a brief private conference ith the st dent temporaril s spend classroom conference with the student; temporarily suspend classroom privileges; send the student to another classroom for a brief reflection period) that can be used before the teacher considers reflection period) that can be used before the teacher considers administrative removal of any learner from the classroom (Sprick, Borgmeier, & Nolet, 2002).g )


Response to InterventionRTI-B: Tier 1: Class-Wide Management: Resource Alert

How to Implement

Resource Alert

How to Implement Strong Core Instruction

Teachers can use this checklist to strengthen checklist to strengthen their lessons, incorporating into them elements of into them elements of direct instruction.(Online)


(Online)

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Response to InterventionHow to: Implement Strong Core Instruction1. Access to Instruction 2. ‘Scaffolding’ Support (Cont.)Instructional Match Group Responding

Content Review at Lesson Start High Rate of Student Success

Preview of Lesson Goal(s) Brisk Rate of Instruction

Chunking of New Material Fix-Up Strategies

2. ‘Scaffolding’ Support 3. Timely Performance Feedback

Detailed Explanations & Instructions Regular Feedback

Talk Alouds/Think Alouds Step-by-Step Checklists

Work Models 4. Opportunities for Review/ Practice

Active Engagement Spacing of Practice Throughout Lesson

Collaborative Assignments Guided Practice


g

Checks for Understanding Support for Independent PracticeDistributed Practice


How To Implement Strong Core InstructionIncrease Access to Instruction1 I t ti l M t h L t t i i t l 1. Instructional Match. Lesson content is appropriately

matched to students' abilities (Burns, VanDerHeyden, & Boice 2008)Boice, 2008).

2. Content Review at Lesson Start. The lesson opens with a brief review of concepts or material that have previously a brief review of concepts or material that have previously been presented. (Burns, VanDerHeyden, & Boice, 2008, Rosenshine, 2008).



How To Implement Strong Core InstructionIncrease Access to Instruction3 P i f L G l( ) At th t t f i t ti th 3. Preview of Lesson Goal(s). At the start of instruction, the

goals of the current day's lesson are shared (Rosenshine, 2008)2008).

4. Chunking of New Material. The teacher breaks new material into small manageable increments 'chunks' or material into small, manageable increments, chunks , or steps (Rosenshine, 2008).



How To Implement Strong Core InstructionProvide ‘Scaffolding’ Support1 D t il d E l ti & I t ti Th h t th 1. Detailed Explanations & Instructions. Throughout the

lesson, the teacher provides adequate explanations and detailed instructions for all concepts and materials being detailed instructions for all concepts and materials being taught (Burns, VanDerHeyden, & Boice, 2008).

2. Talk-Alouds/Think-Alouds. Verbal explanations are given 2. Talk Alouds/Think Alouds. Verbal explanations are given to explain cognitive strategies: ‘talk-alouds’ (e.g., the teacher describes and explains each step of a cognitive strategy) and ‘think-alouds’ (e.g., the teacher applies a cognitive strategy to a particular problem or task and

b li th t i l i th t t ) (B


verbalizes the steps in applying the strategy) (Burns, VanDerHeyden, & Boice, 2008, Rosenshine, 2008).

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Response to InterventionHow to: Implement Strong Core Instruction1. Access to Instruction 2. ‘Scaffolding’ Support (Cont.)Instructional Match Group Responding

Content Review at Lesson Start High Rate of Student Success

Preview of Lesson Goal(s) Brisk Rate of Instruction

Chunking of New Material Fix-Up Strategies

2. ‘Scaffolding’ Support 3. Timely Performance Feedback

Detailed Explanations & Instructions Regular Feedback

Talk Alouds/Think Alouds Step-by-Step Checklists

Work Models 4. Opportunities for Review/ Practice

Active Engagement Spacing of Practice Throughout Lesson

Collaborative Assignments Guided Practice


g

Checks for Understanding Support for Independent PracticeDistributed Practice

Response to InterventionRTI-B: Tier 1: Class-Wide Management: Resource Alert: Session 4

Mindsets: The Power Resource Alert: Session 4

to Help or Hinder Student MotivationStudent MotivationThis handout guides teachers to se ‘gro th teachers to use ‘growth mindset’ statements to promote student promote student optimism, motivation, and classroom effort


and classroom effort. (Online)

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To Promote a ‘Growth Mindset’…Use Process-Oriented StatementsTeachers ‘ growth-mindset statements are varied However Teachers growth mindset statements are varied. However, they tend to include these elements:– Process. Lays out a specific process for moving forward.Process. Lays out a specific process for moving forward.– Challenge(s). Recognizes difficulties or struggles to be

faced and frames them as opportunities to learn.pp– Confidence. Conveys optimism that the student can and

will move toward success if the learner puts in sufficient peffort, follows the recommended process, and makes appropriate use of any ‘help’ resources.

www.interventioncentral.org 72Source: Dweck, C. S. (2007). The perils and promises of praise. Educational Leadership, 65(2), 34-39.


Integrate ‘Pro-Growth-Mindset’ Statements into Classroom DiscourseIn day-to-day communication with students In day-to-day communication with students, instructors have many opportunities use growth-mindset principles to infuse their statements with mindset principles to infuse their statements with optimism, including:

praise praise work-promptsencouragementintroduction of assignments

www.interventioncentral.org 73Source: Dweck, C. S. (2007). The perils and promises of praise. Educational Leadership, 65(2), 34-39.

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Response to InterventionRTI-B: Tier 1: Class-Wide Management: Resource Alert

Group Behavior Resource Alert

Management PackagesTeachers can implement Teachers can implement any of several research-based packages to based packages to manage groups of students. students. (Online)



Good Behavior GameGood Behavior Game



Sample Classroom Management Strategy: Good B h i G Behavior Game (Barrish, Saunders, & Wold, 1969)

The Good Behavior Game is a whole-class intervention to improve student attending and academic engagement. It is best used during structured class time: for example, whole-group instruction or periods of independent seatwork

The Game is not suitable for less-structured activities such as cooperative learning groups where students are expected to cooperative learning groups, where students are expected to interact with each other as part of the work assignment.



1 The instructor decides when to schedule the Game Good Behavior Game: Steps1. The instructor decides when to schedule the Game.

(NOTE: Generally, the Good Behavior Game should be used for no more than 45 to 60 minutes per day to used for no more than 45 to 60 minutes per day to maintain its effectiveness.)

2. The instructor defines the 2-3 negative behaviors that will gbe scored during the Game. Most teachers use these 3 categories:

• Talking Out: The student talks, calls out, or otherwise verbalizes without teacher permission.

• Out of Seat: The student’s posterior is not on the seat.• Disruptive Behavior: The student engages in any


other behavior that the instructor finds distracting or problematic.


Good Behavior Game: Steps

3. The instructor selects a daily reward to be awarded to each member of successful student teams (HINT: each member of successful student teams. (HINT: Try to select rewards that are inexpensive or free. For example, student winners might be given a coupon p , g g ppermitting them to skip one homework item that night.)

4. The instructor divides the class into 2 or more teams. 5. The instructor selects a daily cut-off level that

represents the maximum number of points that a team is allowed (e.g., 5 points).


Response to InterventionGood Behavior Game: Steps

6. When the Game is being played, the instructor teaches in the usual manner. Whenever the instructor observes t d t i b h i d i th l th i t t student misbehavior during the lesson, the instructor

silently assigns a point to that student’s team (e.g., as a tally mark on the board) and continues to teach.y )


Response to InterventionGood Behavior Game: Steps

7. When the Game period is over, the teacher tallies each team’s points. Here are the rules for deciding the

i ( ) f th Gwinner(s) of the Game:• Any team whose point total is at or below the pre-

determined cut-off earns the daily reward (NOTE: This determined cut-off earns the daily reward. (NOTE: This means that more than one team can win!)

• If one team’s point total is above the cut-off level, that p ,team does not earn a reward.

• If ALL teams have point totals that EXCEED the cut-off l l f th t d l th t ith th LOWEST level for that day, only the team with the LOWEST number of points wins.


Response to InterventionGood Behavior Game: Troubleshooting

Here are some tips for using the Good Behavior Game:• Avoid the temptation to overuse the Game. Limit its use to no more

than 45 minutes to an hour per day.a 5 u es o a ou pe day• If a student engages in repeated bad behavior to sabotage a team

and cause it to lose, you can create an additional ‘team of one’ that has only one member--the misbehaving student This student can has only one member--the misbehaving student. This student can still participate in the Game but is no longer able to spoil the Game for peers!If the Game appears to be losing effecti eness check to be s re it is • If the Game appears to be losing effectiveness, check to be sure it is being implemented with care and that you are:

– Assigning points consistently when you observe misbehavior.– Not allowing yourself to be pulled into arguments with students

when you assign points for misbehavior.– Reliably giving rewards to Game winners


Reliably giving rewards to Game winners. – Not overusing the Game.


Good Behavior Game Cut-Off=2

Team 1 Team 2 Game Over

[Out of Seat] [Call Out][Disruptive]

Answer: Both teams won the Game as both teams’ point totals fell


Question: Which team won this Game?Answer: Both teams won the Game, as both teams point totals fell BELOW the cut-off of 5 points.


The Color WheelThe Color Wheel



How To: Improve Classroom Management Th h Fl ibl R l Th C l Wh lThrough Flexible Rules: The Color Wheel

• The Color Wheel enforces uniform group g pexpectations for conduct and responds flexibly to the differing behavioral demands

fof diverse learning activities. • This classwide intervention divides all

ti iti i t 3 t i li ki h activities into 3 categories, linking each category to a color and behavioral rules:

green for free time/ low structure activities– green for free time/ low-structure activities– yellow for large- or small-group

instruction/independent work


instruction/independent work– red for brief transitions between activities.

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How To: Improve Classroom Management Th h Fl ibl R l Th C l Wh l Through Flexible Rules: The Color Wheel (Cont.)



How To: Improve Classroom Management Th h Fl ibl R l Th C l Wh l

Color Wheel: Additional Considerations:

Through Flexible Rules: The Color Wheel (Cont.)

Color Wheel: Additional Considerations:1. Give advance warning. The instructor gives a 30-second

warning when the Color Wheel is about the change. (An g g (additional 2-minute warning may be added as well.)

2. Praise rule-following. The teacher frequently praises g q y pstudents for following posted behaviors. Classwide praise should be intermixed with praise to small groups and i di id l P i h ld b 'l b l d' l l d ibi individuals. Praise should be 'labeled', clearly describing the praise-worthy behaviors (e.g., "This reading group transitioned quickly and quietly to the math lesson Nice


transitioned quickly and quietly to the math lesson. Nice work!").

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How To: Improve Classroom Management Th h Fl ibl R l Th C l Wh l

Color Wheel: Additional Considerations:

Through Flexible Rules: The Color Wheel (Cont.)

Color Wheel: Additional Considerations:3. Keep the Color Wheel 'red' periods short. Teachers

should keep students on the red phase only long enough p p y g gcomplete the transition to a new green or yellow activity (e.g., 3-5 minutes).

4. Do not use the 'red' Color Wheel setting as punishment. The rules for the red (transitions) Color Wheel condition

th t t i ti H t h h ld are the most restrictive. However, teachers should never set the classroom color condition to red to punish students for misbehavior as students may fail to comply with the


for misbehavior—as students may fail to comply with the red behavioral rules because they are seen as punitive.

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Defensive ManagementDefensive Management



Defensive Management: A Method to Avoid Power St lStruggles

‘Defensive management’ (Fields, 2004) is a teacher-g ( )friendly six-step approach to avert student-teacher power struggles that emphasizes providing proactive instructional support to the student, elimination of pp ,behavioral triggers in the classroom setting, relationship-building, strategic application of defusing techniques when needed, and use of a ‘reconnection’ techniques when needed, and use of a reconnection conference after behavioral incidents to promote student reflection and positive behavior change.


Source: Fields, B. (2004). Breaking the cycle of office referrals and suspensions: Defensive management. Educational Psychology in Practice, 20, 103-115.


Defensive Management: Six StepsDefensive Management: Six Steps1. Understand the Student Problem and Use Proactive

Strategies to Prevent ‘Triggers’. The teacher collects information--through direct observation and perhaps other means--about specific instances of student problem behavior and the instructional components and other factors psurrounding them. The teacher analyzes this information to discover specific ‘trigger’ events that seem to set off the problem behavior(s) (e.g., lack of skills; failure to understand problem behavior(s) (e.g., lack of skills; failure to understand directions).

The instructor then adjusts instruction to provide appropriate The instructor then adjusts instruction to provide appropriate student support (e.g., providing the student with additional instruction in a skill; repeating directions and writing them on the board)


the board).Source: Fields, B. (2004). Breaking the cycle of office referrals and suspensions: Defensive management. Educational Psychology in Practice, 20, 103-115.


Defensive Management: Six StepsDefensive Management: Six Steps

2. Promote Positive Teacher-Student Interactions. Early in each class session, the teacher has at least one positive verbal interaction with the student. Throughout the class period, the teacher continues to g p ,interact in positive ways with the student (e.g., brief conversation, smile, thumbs up, praise comment after a student remark in large-group discussion, etc.). In a student remark in large group discussion, etc.). In each interaction, the teacher adopts a genuinely accepting, polite, respectful tone.





3. Scan for Warning Indicators. During the class 3. Scan for Warning Indicators. During the class session, the teacher monitors the target student’s behavior for any behavioral indicators suggesting that the student is becoming frustrated or angry. Examples of behaviors that precede non-compliance or open d fi i l d t i k tt i defiance may include stopping work; muttering or complaining; becoming argumentative; interrupting others; leaving his or her seat; throwing objects etc ) others; leaving his or her seat; throwing objects, etc.).





4. Exercise Emotional Restraint. Whenever the student 4. Exercise Emotional Restraint. Whenever the student begins to display problematic behaviors, the teacher makes an active effort to remain calm. To actively monitor his or her emotional state, the teacher tracks physiological cues such as increased muscle tension and heart rate, as

ll f th ti well as fear, annoyance, anger, or other negative emotions. The teacher also adopts calming or relaxation strategies that work for him or her in the face of strategies that work for him or her in the face of provocative student behavior, such as taking a deep breath or counting to 10 before responding.


g p gSource: Fields, B. (2004). Breaking the cycle of office referrals and suspensions: Defensive management. Educational Psychology in Practice, 20, 103-115.



5. Use Defusing Tactics. If the student begins to escalate 5. Use Defusing Tactics. If the student begins to escalate to non-compliant, defiant, or confrontational behavior (e.g., arguing, threatening, other intentional verbal interruptions), the teacher draws from a range of possible descalating strategies to defuse the situation. Such strategies can i l d i t ti ith th t d t hil include private conversation with the student while maintaining a calm voice, open-ended questions, paraphrasing the student’s concerns acknowledging the paraphrasing the student s concerns, acknowledging the student’s emotions, etc.





6. Conduct a ‘Reconnection’ Conference. Soon after any 6. Conduct a Reconnection Conference. Soon after any in-class incident of student non-compliance, defiance, or confrontation, the teacher makes a point to meet with the student to discuss the behavioral incident, identify the triggers in the classroom environment that led to the

bl d b i t ith th t d t t t problem, and brainstorm with the student to create a written plan to prevent the reoccurrence of such an incident Throughout this conference the teacher incident. Throughout this conference, the teacher maintains a supportive, positive, polite, and respectful tone.




Defensive Management: 6 StepsDefensive Management: 6 Steps

1. Understand the Student Problem and Use Proactive Strategies to Prevent ‘Triggers’.

2 Promote Positive Teacher-Student Interactions2. Promote Positive Teacher Student Interactions.3. Scan for Warning Indicators.4 E i E ti l R t i t4. Exercise Emotional Restraint.5. Use Defusing Tactics.6. Conduct a ‘Reconnection’ Conference.



RTI-B: Tier 1: Classroom Interventions• Because the teacher is the Tier 1 (classroom)

RTI ‘first responder’ who can potentially assist RTI first responder who can potentially assist any struggling student, schools should prepare necessary resources and define clear necessary resources and define clear guidelines for how to implement Tier 1 behavioral interventionsbehavioral interventions.


Response to InterventionRTI-B: Tier 1: Classroom Interventions: Look-For’s: 1 ‘First Responder’Accessing Consultant Support. The teacher can easily

1. ‘First Responder’

access a behavioral consultant to assist in creating a student intervention plan to address behavioral/social-emotional concernsconcerns.


Response to InterventionRTI-B: Tier 1: Classroom Interventions: Look-For’s: 1 ‘First Responder’Following a Structured Process. The teacher follows a


consistent RTI problem-solving process in creating the intervention plan (Bergan, 1995).


Response to InterventionRTI-B: Tier 1: Classroom Interventions: Look-For’s: 1 ‘First Responder’Choosing Evidence-Based Interventions. Strategies included


in the intervention plan are evidence-based-- i.e., supported by published research (Hawken, Vincent & Schumann, 2008).


Response to InterventionRTI-B: Tier 1: Classroom Interventions: Look-For’s: 1 ‘First Responder’Tracking Student Progress. The teacher has set a goal for


improvement in the intervention plan and selected at least one method of formative data collection (e.g., Behavior Report Card) to monitor the st dent's progress to ard the goal d ring the to monitor the student's progress toward the goal during the intervention.


Response to InterventionRTI-B: Tier 1: Classroom Interventions: Look-For’s: 1 ‘First Responder’Allocating Sufficient Time. The intervention plan is scheduled


to span a minimum length of time (e.g., 4-8 instructional weeks) sufficient to allow the teacher to fully judge its effectiveness.


Response to InterventionRTI-B: Tier 1: Classroom Interventions: Look-For’s: 1 ‘First Responder’Documenting the Intervention. The teacher uses an online


Content Management System (e.g., RTIm Direct) or an electronic or paper form to record details of the intervention plan This documentation is completed prior to the start of the plan. This documentation is completed prior to the start of the intervention.


Response to InterventionRTI-B: Tier 1: Classroom Interventions: Look-For’s: 1 ‘First Responder’Ensuring Adult Participation. In settings with more than one


educator (e.g., co-taught classrooms), all adults in that setting implement the intervention plan consistently with the target st dentstudent.


Response to InterventionRTI-B: Tier 1: Classroom Intervention: Resource Alert: Session 2

Antecedents, Positive

Resource Alert: Session 2

Consequences, and Extinctions Procedures…

Use this resource to share 30 beha iorshare 30 behavior-management strategies with teacherswith teachers.(Online)


Response to InterventionAntecedents, Positive Consequences, and Extinction Procedures: A Balanced Behavior Intervention PlanProcedures: A Balanced Behavior Intervention PlanEach element plays a crucial role in promoting the success of

b h i l a behavior plan. – Antecedent strategies prevent the student from engaging in

problem behaviors in the first place problem behaviors in the first place. – Positive consequences motivate the student to show

desired behaviors such as academic engagement desired behaviors, such as academic engagement. – Extinction procedures remove the 'pay-off' to the student

for engaging in problem behaviors for engaging in problem behaviors. While any one of the elements might be inadequate to change the student's behavior their combination can result in a


the student s behavior, their combination can result in a strong, flexible plan and successful intervention outcome.

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Response to InterventionAntecedents, Positive Consequences, and Extinction Procedures: A Balanced Behavior Intervention PlanProcedures: A Balanced Behavior Intervention Plan

• ADHD (Attention-Deficit/Hyperactivity Disorder)( yp y )• ODD (Oppositional Defiant Disorder)• GAD (Generalized Anxiety Disorder)( y )

www.interventioncentral.org10


ABC Time-lineABC Time lineThe ABC (Antecedent-Behavior-Consequence) timeline shows

( )the elements that contribute to student behaviors: (a) the Antecedent, or trigger; (b) the student Behavior; and (c) the Consequence of that behaviorConsequence of that behavior.

ABC Timeline

A CBwww.interventioncentral.org 108108

A CB


1. Antecedents: Strategies to Prevent MisbehaviorTeachers have the greatest array of options to influence a student to engage in positive behaviors when they focus on antecedents: actions they take before the student behavior occurs. Proactive antecedent actions to encourage desired behaviors are often quick-acting, can prevent misbehavior and attendant interruption of instruction, and usually require less teacher effort th idi ti ft than providing corrective consequences after problem behaviors have occurred.



B h i T h E t ti (F i b k S i Antecedents: Strategies to PREVENT Misbehavior

Behaviors: Teach Expectations (Fairbanks, Sugai, Guardino, & Lathrop, 2007). Students must be explicitly taught behavioral expectations before they can be held taught behavioral expectations before they can be held accountable for those behaviors.

The teacher should model positive behaviors, give students examples and non-examples of appropriate behaviors to clarify understanding, have students practice those behaviors with instructor feedback; and consistently acknowledge and praise students for successfully displaying positive behaviorspraise students for successfully displaying positive behaviors.

ADHD


ADHDODDGAD


I t ti l M t h E th St d t C D th Antecedents: Strategies to PREVENT Misbehavior

Instructional Match: Ensure the Student Can Do the Work (Burns, VanDerHeyden, & Boice, 2008). Student misbehavior frequently arises from an inability to do the misbehavior frequently arises from an inability to do the academic task.

When the student lacks skills necessary for the academic task, the instructor teaches the necessary skill(s). Additional strategies include adjusting the immediate task to the student's current skill(s) and pairing the student with a helping peerhelping peer.

ADHD


ADHDODDGAD


‘ N ’ S b tit t P f d Alt ti (M P tt P & Antecedents: Strategies to PREVENT Misbehavior

‘ No’: Substitute a Preferred Alternative (Mace, Pratt, Prager, & Pritchard, 2011). This strategy is useful if the student has a pattern of misbehaving when told that he or she cannot access a pattern of misbehaving when told that he or she cannot access a desired item or engage in a preferred activity.

Th t h k li t f ti iti it f d b th The teacher makes a list of activities or items preferred by the student that are allowed during the academic situation or setting where problems arise. Then, whenever the student requests an where problems arise. Then, whenever the student requests an item or activity that is not allowed, the teacher (1) tells the student that he or she cannot access the desired activity or item; (2)

id b i f l i f h h d i i i provides a brief explanation of why the requested item or activity is off-limits; and (3) immediately offers the student one or more items or activities from the prepared list that are allowable in


items or activities from the prepared list that are allowable in the current situation or setting.

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ODD


Classroom Intervention Resource Alert: Session 2

Planning SheetTeachers can use this Teachers can use this worksheet to quickly document Tier 1 document Tier 1 classroom behavioral interventions while interventions while following an RTI-B problem-solving process.


problem solving process.(Online)

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Creating a Written Record of Classroom Interventions: Form C i f ti Th i ti f th f i l d • Case information. The opening section of the form includes general information about the case, including:

Target student– Target student– Teacher/interventionist– Date of the intervention planDate of the intervention plan– Start and end dates for the intervention– Description of the student problem to be addressed



Creating a Written Record of Classroom Interventions: Form I t ti Th t h d ib th id b d • Intervention. The teacher describes the evidence-based intervention(s) that will be used to address the identified student concern(s) As a shortcut the instructor can student concern(s). As a shortcut, the instructor can simply write the intervention name in this section and attach a more detailed intervention script/description to p pthe intervention plan.

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115


Creating a Written Record of Classroom Interventions: Form M t i l Th t h li t t i l ( • Materials. The teacher lists any materials (e.g., flashcards, wordlists, worksheets) or other resources (e g Internet connected computer) necessary for the (e.g., Internet-connected computer) necessary for the intervention.

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116


Creating a Written Record of Classroom Interventions: Form T i i If d lt d/ th t t t d t i • Training. If adults and/or the target student require any training prior to the intervention, the teacher records those training needs in this section of the formthose training needs in this section of the form.

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Creating a Written Record of Classroom Interventions: Form P M it i Th t h l t th d t • Progress-Monitoring. The teacher selects a method to monitor student progress during the intervention, to include:

what type of data is to be used– what type of data is to be used– collects and enters student baseline (starting-point) information– calculates an intervention outcome goalcalculates an intervention outcome goal– The frequency that data will be collected.

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118


How To: Create a Written Record of Classroom

I t tiInterventions



How to...Conduct a Task Analysis & Resource Alert: Session 3

Create a Behavior ChecklistTeachers can use this Teachers can use this worksheet to quickly document Tier 1 document Tier 1 classroom behavioral interventions while interventions while following an RTI-B problem-solving process.


problem solving process.(Online)

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Response to InterventionConducting the Task AnalysisBreak the larger behavioral goal into component

elements. WHEN WORKING ON AN INDEPENDENT

The student is

WHEN WORKING ON AN INDEPENDENT ASSIGNMENT, the student:•is sitting up straight.•has cleared desk of unneeded materialsengaged in

independent seatwork

•has cleared desk of unneeded materials.•is working on the assignment.•is not talking to other students.seatwork. •refrains from playing with objects at his/her desk.•asks his/her neighbor any questions about the assignment.assignment.•asks the teacher if he/she still has a question about the assignment.•uses any extra time after finishing the assignment

www.interventioncentral.org 121Source: Kazdin, A. E. (2013). Behavior modification in applied settings (7th ed.). Long Grove, IL: Waveland Press, Inc.

•uses any extra time after finishing the assignment to check work.


Self-Check Behavior Checklist Maker. This online tool allows teachers t d fi t d t b h i to define student behavior during classroom routines and transitions – a great and transitions a great way to clearly define behavioral expectations.



RTI-B: Tier 2: Supplemental ppInterventions• Tier 2 interventions occur above and beyond

core instruction and can take the form of small core instruction--and can take the form of small group programs, mentoring support, or individual counseling Tier 2 RTI-B individual counseling. Tier 2 RTI-B interventions are often ‘standard-protocol’ programs that match common student programs that match common student intervention needs in a school.


Response to InterventionRTI-B: Tier 2: Supplemental Interventions: Look-For’s1 Entrance & Exit Criteria

Using Data for Recruitment. At several checkpoints during the

1. Entrance & Exit Criteria

instructional year, the school identifies students for Tier 2 services through use of one or more objective data sources (e g school ide beha ioral screening tools attendance (e.g., school-wide behavioral screening tools; attendance records; Office Disciplinary Referrals) with specific cut-points (Grosche & Volpe 2013; McIntosh Chard Bolan & Horner (Grosche & Volpe, 2013; McIntosh, Chard, Bolan, & Horner, 2006).



Convening Team to Place Students in Tier 2 Services. The


school convenes a team (e.g., 'Data Analysis Team') that meets periodically (e.g., every 5 weeks) to review school-wide beha ioral attendance and social emotional data to identif atbehavioral, attendance, and social-emotional data, to identify at-risk students, and to place them in appropriate Tier 2 services (Mitchell Stormont & Gage 2011)(Mitchell, Stormont & Gage, 2011).



Making Timely Assignments. Once identified as qualifying for


Tier 2 services, students are placed in those services with little or no delay (e.g., within 1-2 weeks of initial referral) (Mitchell, Stormont & Gage 2011)Stormont & Gage, 2011).



Exiting. At the start of any RTI-behavioral intervention, the


school establishes clear outcome goals/criteria for success to allow it to exit students whose data indicate that they no longer req ire Tier 2 s pport (Ha ken Vincent & Sch mann 2008)require Tier 2 support (Hawken, Vincent & Schumann, 2008).


Response to InterventionRTI-B: Tier 2: Supplemental Interventions: Look-For’s2 ‘High Quality’ ServicesInventorying Evidence-Based Services. The school has

2. ‘High Quality’ Services

inventoried its Tier 2 services and verified that all are 'evidence-based'-- i.e., supported by published research (Hawken, Vincent & Sch mann 2008) This in entor ma incl de& Schumann, 2008). This inventory may include:– group-delivered interventions (e.g., social-skills training

programs);programs);– mentoring programs (e.g., Check & Connect);

i di id l li ( S l ti F d B i f – individual counseling (e.g., Solution-Focused Brief Counseling); individualized behavior plans to be implemented across at


– individualized behavior plans to be implemented across at least 2 instructional settings.

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Response to InterventionRTI-B: Tier 2: Supplemental Interventions: Look-For’s3 Data CollectionVerifying Quality of Implementation. 'Intervention integrity' data

3. Data Collection

are collected periodically (e.g., via direct observation; interventionist self-rating; and/or permanent products from the inter ention) to erif that the Tier 2 inter ention plan is carried intervention) to verify that the Tier 2 intervention plan is carried out as designed (Gansle & Noell, 2007; Roach & Elliott, 2008). NOTE: Student attendance is a key aspect of intervention NOTE: Student attendance is a key aspect of intervention integrity and should equal or exceed 80%.


Response to InterventionRTI-B: Tier 2: Supplemental Interventions: Look-For’s3 Data CollectionTracking Student Progress. Every Tier 2 intervention plan has

3. Data Collection

at least one source of data (e.g., Behavior Report Card; behavioral frequency count) to be used to track the student's targeted beha ior(s) (Grosche & Volpe 2013)targeted behavior(s) (Grosche & Volpe, 2013).

Before beginning the intervention the school establishes a Before beginning the intervention, the school establishes a desired outcome goal that defines the minimum level of acceptable improvement during the intervention timespan. During p p g p gthe intervention, data are collected periodically (e.g., daily; weekly) to assess progress toward the outcome goal.


Response to InterventionRTI-B: Tier 2: Supplemental Interventions: Resource Alert: Session 2

Analyzing Student Resource Alert: Session 2

y gBehavior: OrganizerThis form with matching This form with matching guide takes the consultant step by step consultant step by step through the process of analyzing a student’s analyzing a student s behavior and linking it to a probable function


a probable function. (Online)

133


Function-Based Thinking: What It Looks Like…Function Based Thinking: What It Looks Like…

Function-Based Thinking (FBT) is:g ( )– a way of applying FBA 'thinking' to classroom

behavior problems in streamlined format.– a process that precedes an FBA.– is conducted between teacher and consultant.– addresses mild to moderate behavior problems.– is used before accessing the Tier 3 RTI Problem-g

Solving Team


Source Hershfeldt, P. A., Rosenberg, M. S., & Bradshaw, C. P. (2010). Function-based thinking: A systematic way of thinking about function and its role in changing student behavior problems. Beyond Behavior, 19(3), 12-21; p. 13


Analyzing Student Behavior: The Steps

Step 1: Define the B h i

Step 4: Antecedents: Identify Triggers to the Behavior

Behavior

St 2 E d th Step 5: Consequences:

Step 2: Expand the Behavior Definition to a 3-Part

Identify Outcomes That Reinforce the Behavior

StatementStep 6: Write a Behavior Hypothesis Statement

Step 3: Develop Examples and Non-Examples of the

Hypothesis Statement

Step 7: Select a


Examples of the Behavior

Step 7: Select a Replacement Behavior

Response to InterventionRTI-B: Tier 2: Supplemental Interventions: Resource Alert: Session 3

Behavior Intervention Resource Alert: Session 3

PlannerUse this form to create a Use this form to create a detailed behavior intervention plan for both intervention plan for both STOP and START behaviors (Online)behaviors (Online)



Classroom Behavior Intervention Planner1. Identify up to 2 target behaviors (one a STOP behavior

and the other a START behavior).2. Preparation: Create a plan to teach expected behaviors.3. Identify antecedent strategies to reduce STOP behaviors,

t START b h ipromote START behaviors.4. Select consequences to eliminate reinforcement for

STOP behaviors provide reinforcement for START STOP behaviors, provide reinforcement for START behaviors.

5. [Optional] Include special instructions for managing 5. [Optional] Include special instructions for managing transitions.

6. [Optional] Add troubleshooting information unique to the


student that can help with behavior management.

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RTI-B: Critical Tier 1 :Ensuring Adult Participation 3

Need to train TAs to follow classroom plans

Elements Scratch SheetSheetHuddle 1. In your teams, compare notes on what pcritical elements for Tiers 1 & 2 that you have

l t d f i di t selected for immediate attention.



RTI-B: Tier 3: Intensive: RTI Problem-Solving Team• General-education students needing Tier 3

academic or behavioral services take up the academic or behavioral services take up the greatest amount of RTI resources and are at risk for referral to special education if they fail risk for referral to special education if they fail to improve. So these high-stakes cases require the RTI Problem-Solving Team which follows the RTI Problem-Solving Team, which follows a customized, team-based ‘problem-solving’ approach


approach.

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Response to InterventionRTI-B: Tier 3: Intensive Interventions: RTI Team: LookFor’s: 1 Problem Solving FocusCreating a Tier 3 RTI Problem-Solving Team. The school has

For’s: 1. Problem-Solving Focus

established an 'RTI Problem-Solving Team' to create customized intervention plans for individual students who require Tier 3 (intensi e) social emotional and/or beha ioral inter entions(Eber (intensive) social-emotional and/or behavioral interventions(Eber, Sugai, Smith & Scott. (2002).). The RTI Problem-Solving Team:

has created clear guidelines for when to accept a Tier 3 – has created clear guidelines for when to accept a Tier 3 student referral.

– identifies the function(s) that support problem behaviors of any – identifies the function(s) that support problem behaviors of any referred student to better select appropriate interventions.

– follows a consistent structured problem-solving model during


follows a consistent, structured problem solving model during its meetings.

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Response to InterventionRTI-B: Tier 3: Intensive Interventions: RTI Team: LookFor’s: 1 Problem Solving FocusCreating a Tier 3 RTI Problem-Solving Team. (Cont.) The RTI


Problem-Solving Team:– schedules (1) initial meetings to discuss student concerns and

(2) follow-up meetings to review student progress and judge whether the intervention plan is effective.d l itt i t ti l ith ffi i t d t il t – develops written intervention plans with sufficient detail to ensure that the intervention is implemented with fidelity across settings and peoplesettings and people.

– builds an ‘intervention bank’ of research-based intervention ideas for common student academic and behavioral concerns


ideas for common student academic and behavioral concerns.

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Response to InterventionRTI-B: Tier 3: Intensive Interventions: RTI Team: LookFor’s: 1 Problem Solving FocusImplementing 'Non-Responder' Decision Rules. The RTI


Team applies consistent guidelines/decision rules to judge which students with intensive behavioral needs have failed to respond to general ed cation beha ioral plans and are candidates for general-education behavioral plans and are candidates for referral to the Special Education Eligibility Team.


Response to InterventionRTI-B: Tier 3: Intensive Interventions: RTI Team: Look-For’s: 2 Capacity for Mental Health Interventions

Enlisting Staff Participation The RTI Team has the authority

For’s: 2. Capacity for Mental Health Interventions

and scope to enlist the participation in the Tier 3 intervention plan of any educator who regularly interacts with the student.



Accessing School-Wide Resources. The RTI Team has


inventoried and can access available resources within the school--including Tier 1 and 2 intervention programs and services-- to incl de in an comprehensi e c stomi ed inter ention plans that include in any comprehensive, customized intervention plans that it creates. The Team also ensures that all elements of its interventions plans are 'evidence-based'-- i e supported by interventions plans are evidence based i.e., supported by published research (Hawken, Vincent & Schumann, 2008).



Serving as Resource Gatekeeper. The RTI Team serves as


gatekeeper when scarce social-emotional or behavioral resources are to be added to a student's RTI-B intervention plan--e.g., temporar assignment of a 1 1 Teaching Assistant placement in temporary assignment of a 1:1 Teaching Assistant; placement in a multi-week series of individual counseling sessions.



Conducting FBAs/BIPs. The RTI Team has the capacity to


carry out Functional Behavioral Assessments (FBAs) and to use the resulting information to assemble Behavior Intervention Plans (BIPs) for st dents ith the most intensi e beha ioral needs(BIPs) for students with the most intensive behavioral needs.



Running 'Wrap-Around' Meetings. With parent agreement, the


RTI Team is prepared to invite to Problem-Solving Meetings staff from mental-health or other community agencies who work with the st dent These joint disc ssion bet een school and the student. These joint discussion between school and community agencies are run as 'wrap-around' meetings, with the goal of creating a comprehensive intervention plan that goal of creating a comprehensive intervention plan that coordinates school, home, and perhaps community support.


Response to InterventionRTI-B: Tier 3: Intensive Interventions: RTI Team: Look-For’s: 3 Data Collection

Verifying Quality of Implementation. 'Intervention integrity' data

For’s: 3. Data Collection

are collected periodically (e.g., via direct observation; interventionist self-rating; and/or permanent products from the inter ention) to erif that the Tier 3 inter ention plan is carried intervention) to verify that the Tier 3 intervention plan is carried out as designed (Gansle & Noell, 2007; Roach & Elliott, 2008).


Response to InterventionRTI-B: Tier 3: Intensive Interventions: RTI Team: Look-For’s: 3 Data Collection

Tracking Student Progress. Every Tier 3 intervention plan has

For’s: 3. Data Collection

at least two sources of data (e.g., Behavior Report Card; behavioral frequency count) to be used to track the student's targeted beha ior(s) (Grosche & Volpe 2013)targeted behavior(s) (Grosche & Volpe, 2013).

B f b i i th i t ti th h l t bli h Before beginning the intervention, the school establishes a desired outcome goal that defines the minimum level of acceptable improvement during the intervention timespan During acceptable improvement during the intervention timespan. During the intervention, data are collected periodically (at least weekly) to assess progress toward the outcome goal.


p g g

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Response to InterventionRTI-B: Tier 3: Intensive Interventions: RTI Team: Resource Alert: Session 4

Tier 3: RTI Team: Team: Resource Alert: Session 4

Tier 3: RTI Team: Initial Meeting Minutes FormFormThis form with matching facilitator’s guide breaks facilitator s guide breaks the investigative RTI process into a series of process into a series of concrete steps.(Online)


(Online)

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Tier 3: RTI Problem-Tier 3: RTI ProblemSolving Team Roles

• Facilitator• Recorder• Time Keeper• Case Manager• CoordinatorCoordinator



Tier 3: RTI Team: Meeting Format

Introductions/Talking Points St 1 S l t I t ti T t( )

Tier 3: RTI Team: Meeting Format

Step 1: Select Intervention Target(s)Step 2: Inventory Student's Strengths, Talents, I t t I tiInterests, IncentivesStep 3: Review Background/Baseline DataSt 4 S t A d i d/ B h i l O t Step 4: Set Academic and/or Behavioral Outcome Goals and Methods for Progress-Monitoring.St 5 D i I t ti PlStep 5: Design an Intervention PlanStep 6: Share RTI Intervention Plan With Parent(s)S R i h I i d P


Step 7: Review the Intervention and Progress-Monitoring Plans

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Response to InterventionRTI-B: Tier 3: Intensive Interventions: RTI Team: Resource Alert: Session 4

Behavior Progress-Team: Resource Alert: Session 4

gMonitoring Tool: BRC When Behavior Report When Behavior Report Cards are created according to according to specialized guidelines, they can be a valid they can be a valid and reliable measure of behavior change


behavior change.(App Online)

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Behavior Progress-Monitoring Tools: Daily Report CardsThe Individualized Target Behavior Evaluation (ITBE) is a simple Daily Report Card that is structured as follows (Pelham, 2005):– Rating items are worded to target specific behaviors.– A criterion for success is set for each rating item (e.g.,

“Follows class rules with no more than 2 rule violations per period.")

– The response format for each rating item is YES/NO– [Optional but recommended] The ITBE includes

columns to track the student across several periods or locations through the day


locations through the day.

154Source: Pelham, W. E., Fabiano, G. A., & Massetti, G. M. (2005). Evidence based assessment of attention deficit hyperactivity disorder in children and adolescents. Journal of Clinical Child and Adolescent Psychology, 34, 449-476.

Response to InterventionSample ITBE



RTI B S h l Wid S i• Schools use an array of building wide data

RTI-B: School-Wide Screenings• Schools use an array of building-wide data

and screening tools proactively to identify students with behavioral or social/emotional students with behavioral or social/emotional problems. These students can then be placed on appropriate classroom (Tier 1) earlyon appropriate classroom (Tier 1), early-intervention (Tier 2), or intensive-intervention (Tier 3) support plans (Tier 3) support plans.


Response to InterventionRTI-B: School-Wide Screenings: Look-For’s: 1 Analysis of Archival DataDeveloping a System for Archival Data Analysis. The school

1. Analysis of Archival Data

creates a process for analyzing building-wide archival data on attendance/tardiness and Office Disciplinary Referrals (ODRs) to identif st dents ith significant concerns of beha ior socialidentify students with significant concerns of behavior, social-emotional adjustment, and school engagement (Grosche & Volpe, 2013; McIntosh Chard Bolan & Horner 2006) This system 2013; McIntosh, Chard, Bolan, & Horner, 2006). This system includes:– periodic (e.g., every 5 weeks) compilation and review of periodic (e.g., every 5 weeks) compilation and review of

school-wide attendance/tardiness and ODR data.


Response to InterventionRTI-B: School-Wide Screenings: Look-For’s: 1 Analysis of Archival DataDeveloping a System for Archival Data Analysis (Cont.)

1. Analysis of Archival Data

– the setting of cut-points for each data source that will determine which students are at-risk.

– creation of a matrix of routine RTI responses to match cut-points. This matrix directs the school to appropriate RTI i t ti th t d ith th Ti 2 d Ti 3 tinterventions that correspond with the Tier 2 and Tier 3 cut-points for tardiness, absences, and ODRs.


Response to InterventionRTI-B: School-Wide Screenings: Look-For’s: 2 Tapping Teacher Knowledge

A. Conducting Class-wide Nominations. Educators are

2. Tapping Teacher Knowledge

trained to recognize externalizing behaviors, such as non-compliance and hyperactivity, as well as internalizing beha iors s ch as social ithdra al and signs of an iet behaviors, such as social withdrawal and signs of anxiety. Each teacher is directed to nominate the top 3 students in their classroom with the most pronounced externalizing and their classroom with the most pronounced externalizing and internalizing behaviors. The school collects these nomination lists.



B. Filling Out Follow-Up Behavior Questionnaires. The


teacher is directed to complete a short (5- to 10-minute) normed behavior-assessment questionnaire for each of the 6 st dents that he or she pre io sl nominated as internali ing students that he or she previously nominated as internalizing or internalizing. A school mental-health professional collects and scores those questionnairesand scores those questionnaires.



C. Carrying Out Classroom Observations. The mental-health


professional conducts classroom observations of those students nominated by their teachers who score within the 'clinicall significant' range on the beha ior assessment 'clinically significant' range on the behavior-assessment questionnaire.



D. Placing Students in RTI-B Services. Students who are


found, via the multi-gating process, to have significant behavioral or socio-emotional needs are matched to appropriate RTI ser icesappropriate RTI services.



RTI-B: Critical Tier 1 :Ensuring Adult Participation 3

Need to train TAs to follow classroom plans

Elements Scratch SheetSheetHuddle 2. In your teams, compare notes on what pcritical elements for Tiers 2 &3 that you have

l t d f i di t selected for immediate attention.



Timeline Activity: RTI–B: ‘C i i l El ’ Ch kli‘Critical Elements’ Checklist• Appoint a recorder.• Review the items on the

checklist.• For each item, decide on a

li ti d dli f realistic deadline for accomplishing that objective. (For some items, your team may want to set a deadline beyond the current school year )year.)

• Use remaining time to develop a ‘next steps’ plan for


advancing RTI-B in your school or district.

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A j f th d “ ”

A journey of a thousand miles must begin with a miles must begin with a single stepsingle step.Lao Tzu Chinese Taoist (600 BC-531 BC)Lao Tzu, Chinese Taoist (600 BC 531 BC)


schools that really care: expanding rti to address social

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