R T I Behavior Created by Sarah Bazemore for Henrico County Public Schools.

R T IBehavior

Created by Sarah Bazemore for Henrico County Public Schools

Tier 1- 80% of students

Tier 1 Tweaks by Teacher

Tier 1 School-Wide Plan

May be receiving assistance from

counselor.

Tier 2- 10-15% of studentsCICO, response system,

Group Counseling,Adult Organization Checks

Individualized Schedule

Tier 3- 1-5% of students

Tier 3-Increase intensity of InterventionsFBA or BIP*Action Plan with Goals!

Prob

lem

Iden

tifica

tion

Problem Analysis Plan

Developm

ent

Plan

Implementa

tion

Plan Evaluatio

n

1 2 3

45

Steps of Problem Solving

This system repeats itself at every tier (at least once).

Flowchart• When teachers identify a

perpetual negative behavior in a student they initiate the process. • Start at step 1 - unless

administrator gives approval due to severity of behaviors• Forms are numbered B1-B5 for

reference

Tier 1Teacher notes concern through

classroom behavior data

1. Teacher/Student Conference

• B1 in packet• Teacher and student should do this 1:1

(no other students should be in the room)• Be prepared to discuss strengths as well

as weaknesses• Focus is on building the relationship and

understanding• Teacher should also use reflection sheet

to ensure that tier 1 expectations are being met

1. Tier 1 Tweaks Form• B2 in packet• See list of “possible” tier 1 tweaks• Tweaks are driven by

student/teacher conference and student should understand them and their purpose• Must be in place for 4 weeks• Tweaks may make positive impact

but if the behavior is still a concern progression is possible (to tier 2)

1. Parent Contact Made

• After student/teacher conference the teacher should call parents to explain concerns, results of conference, and ideas for tweaks they will implement• Document conversation- make

sure to include time/date/notes about parent’s input on situation

2. Decision Making Time

• Did you see a change in behavior?• Were the tweaks truly

implemented for 4-5 weeks to fidelity?• Do you feel that more support is

needed?–No: continue tweaks and stop here–Yes: fill out request for assistance (B3)

2. Request for Assistance

• This form will ask you for background information (cumulative file), classroom data, etc.

• Asks for measurable goals for student (1-3)

*** Please take your time completing- this will be your voice during IT meeting. If it is missing components the packet will be

returned to you before tier II can be considered. ***

***Important Note***While the first two steps in this process are done primarily by the teacher, the school counselor can be involved.

Teachers should never feel alone in this

process!

Tier 2Teacher gives forms B1-B3 to

counselor

3. Observation• Usually conducted by the school

social worker or school psychologist. • Documents behavior intervals or

severity- consult with teacher before interview to pick an appropriate time.• Occurs within one week of packet

turn in(Observation form is B4 in packet,

there are two to choose from)

4. IT Team Meets• Team Consists: Admin, Counselor,

School Psychologist, School Social Work.• Look over B1-B4 documentation and

complete Agenda (B5)• Communicates plan to teacher with

a data component. • If B1-B4 show need, student moves

to tier 2. IT Member assigned to student.

Parent Information Letter

5. IT Team Meets• Team meets in 4-6 weeks to

review data and discuss the intervention’s effectiveness.• If response is present, continue

and consider fading.• If little/no response from

student: Fidelity checks may be implemented, tweaks may occur, and/or move to tier 3.

Tier 3Tier 2 tweaks are done to fidelity

with little to no response.

6. Formal IT Team Meets

• IT Team + Parent + Classroom Teacher• Parent Invite goes home• Meeting can go in the following

directions:–Action Plan with goals (in SEAS)–FBA/BIP (forms in SEAS)–Increased Interventions –Eligibility Discussion

Final Thoughts

Wrapping it up…

If you feel like you’re on a

that means you get it!

Prob

lem

Iden

tifica

tion

Problem Analysis Plan

Developm

ent

Plan

Implementa

tion

Plan Evaluatio

n

1 2 3

45

Steps of Problem Solving

This system repeats itself at every tier (at least once).

Just remember…

If at any time, you suspect a disability- and have data to support it- we can stop the

ride!

QuestionsPlease ask!

Pemberton Website

CLICK HEREMake sure you are logged into google with your HCPS account