RTI Behavior Guide For Accessing Support

Tier 1 U N I V E R S A L (All Students)

How are we working to build rapport with the student?

How often are we having positive Are we approachable for
interactions with the student? (i.e. greet communication with the
the student warmly with a smile) student?
How often do we offer reinforcement How do we acknowledge
without conditions? students and provide
positive attention?
How do we re-establish Are we mindful of our
rapport after difficult paralanguage (voice tone,
interactions? cadence, facial expressions)
Are we mindful to make each and body language?
interaction a fresh start?

How are we collaborating?

Have we talked with the student? Are we Have we reached out to the Have we reached out to the Are we using a Collaborative
offering the student choices? students parent? students previous teacher? Problem Solving approach?

Have we used the LRBI Classroom Management Checklists to evaluate:

How are we structuring the classroom How are we implementing How are we conducting
environment? positive behavior classroom instruction?
management?

Does the Student have an IEP?

Yes: Students with an IEP No: Students without an IEP

What is our understanding of the supports outlined in the IEP? Are we using the ABC datasheet to document the
problem behavior(s)?

Are the supports being implemented with fidelity? Have we accessed available resources:

No: How can we get support to ensure supports are being LRBI interventions
implemented with fidelity? Toughkids toolbox (available at your school)
pbisworld.com
Is there a Behavior Intervention Plan (BIP)? Understood.org

Yes: Have we received thorough No: Are we using the

training on how to implement the BIP ABC datasheet to
with fidelity? document the behavior?

Has our Learning Coach and/or all stakeholders working with the
student received thorough training on how to implement the BIP
with fidelity?

Are the problem behavior(s) the student is currently exhibiting the

same target behaviors identified in the BIP?

Yes: Do the Behavior goals appear No: Are we using the

to be appropriately ambitious for the ABC datasheet to
students current level of functioning? document the problem
Too high? Too low? behavior(s)?

Do we need to meet as an IEP team?

When is an increased level of support warranted?

Plan/interventions have been implemented consistently for at least 2 weeks with minimal reduction in behavior, or
Behavior is so severe that the student is a danger to self or others, or
Disruptions to the teaching environment is minimal to moderate
 Be prepared to share Tier 1 data

Tier 2 T A R G E T E D (Targeted Students)

Students with an IEP Students without an IEP

Have we scheduled an IEP meeting to review lack of Have we added the student to the agenda for the next
progress and discuss concerns and interventions? Intervention Team (I Team) meeting?

Have all key stakeholders, including the parents, SpEd Have we involved the school counselor?
Department Chair, School Psychologist, and other Have we involved the ELL Teacher (if applicable)?
Related Services personnel been invited to the meeting
and given a reminder to attend the meeting?

Do we have ABC data to take to the meeting? Do we have ABC data to take to the meeting?

Do assessments (e.g. Functional Behavior Assessment
(FBA)) and evaluations need to be conducted (has
parental consent been obtained)?
Or
Does a reassessment need to occur?
Were appropriate suggestions/interventions provided by the I
Team?
Have we received appropriate training to implement the
suggestions/interventions given by the I Team?

Are we involved with the assessments and development Do we need extra support to implement the
of the BIP and crisis management plan? suggestions/interventions with fidelity?

Have we received appropriate training to implement the Does a Functional Behavior Assessment (FBA) and/or a crisis
BIP with fidelity? management plan need to be conducted and a BIP written? Is it
something we feel comfortable doing, or do we need to reach
out for support?

What support would be helpful from the Learning Coach? What support would be helpful from the Learning Coach?

When is an increased level of support warranted?

An FBA has been conducted (IEP)
A Behavior Intervention Plan is being implemented, reviewed, and revised
All key stakeholders have been thoroughly trained to implement the BIP with fidelity
Plan/interventions have been implemented consistently for at least 2 weeks with fidelity and showing minimal reduction in
behavior, or
Behavior is so severe that the student is a danger to self or others, or
Disruptions to the teaching environment is moderate to significant
Be prepared to share Tier 2 data

Tier 3 I N D I V I D U A L (Specific Students)

Students with an IEP Students without an IEP

School Administration or SpEd Department Chair contacts the appropriate Coordinator.

Coordinators will:
Ask for Tier 1 and Tier 2 data
Access additional specially designed instruction and related services for the
student in the areas of behavior and mental health
Access specific training in the area of behavior and mental health for the school

Elementary: Hollee Cullen Secondary: Suzy Staheli Life Skills: Logan Fielding

School Psychologist School Psychologist Licensed Clinical Social

Licensed Clinical Social Licensed Clinical Social Worker (LCSW)
Worker (LCSW) Worker (LCSW)

Behavior Support Behavior Support Registered

Technicians (BST) Technicians (BST) Behavior Technicians (RBT)
 Special Education is a service, not a location.
Special education and related services are provided throughout the tiers
SWDs will access their learning in the general ed classroom to the maximum extent as appropriate.