B-RTI+Narrative+Lake+Otis

Lake Otis Elementary is starting to implement Behavior-Response to Instruction (B-RTI). This wiki will outline the steps that have already been taken toward implementing B-RTI, as well as the steps and actions that still need to be taken. A brief history of the former school-wide behavior model will be discussed. The strengths and weaknesses of the current B-RTI model will be explored. An action plan will be developed based on the weaknesses found in the B-RTI model. A timeline of implementation of best RTI practices and personnel responsible will be included.
 * Abstract**

Dan Blanton - Principal Jon Dykstra - 3rd Grade Teacher Barbara Guthrie - Kindergarten Teacher Michael Jones - Counselor Jackie Lannon - Special Education Teacher Tess Nott - Special Education Teacher Allyson Novy - 4th Grade Teacher Paula Patterson - Psychologist Pearl Theonnes - 3rd Grade Teacher Tharanga Wanigatunga - 1st Grade Teacher
 * Team Members:**

Name of School: Lake Otis Elementary School Grade Levels: Kindergarten through Sixth Grade Student Enrollment: 422 Total Classroom Teachers: 19, regular ed. Teacher – Student Ratio: 1:23
 * Introduction**

Lake Otis Elementary School is a Title I School located in a Anchorage, Alaska. More than 73% of the student population is eligible for free or reduced lunch.

Prior to the B-RTI Action Plan our school had a variety of instructional/intervention pieces in place for each tier, but they were not cohesively synergized. Each piece at each tier worked independently of the other without any connection to the larger scheme of a school-wide behavior system.
 * Prior to RTI**

Beginning and implementing a Behavioral Response to Intervention Program at Lake Otis Elementary School is a positive movement toward meeting our students’ needs for behavioral support. As a team, we decided we need to focus on specific priorities for what needs to happen now to strengthen our Tier I school-wide supports including: the Behavior Matrix, Character Counts, Classy Compliments, Skillstreaming, and the Connected and Respected Curriculum.
 * Beginning RTI**

We are moving in this direction because our school needs universal, pro-active, and intentional interventions delivered to all students under the same conditions school-wide.


 * Tier I Intervention**

Our Tier I school-wide supports include the Behavior Matrix, Character Counts, Classy Compliments, Skillstreaming, and the Connected and Respected Curriculum.

As for the classroom management piece, the team will be looking at training needs over the coming school year.

We currently have a Behavior Matrix in place noting behavior expectations for the bus and bus stop, hallway, cafeteria, classroom, bathroom, and playground. The behavior expectations are categorized into the following: be respectful, have a positive attitude, follow directions, be ready to learn, and be cooperative. Our team would like to support our staff toward incorporating the matrix language into how we converse with kids. Providing teachers with specific lessons, as well as, posting signs throughout our school will help to accomplish this.

Our school also has two behavior supports in place that we would like to strengthen, character counts and classy compliments. Both programs need to be reintroduced to the entire staff to increase curriculum awareness and consistency in recognition of student success. Recognition needs to be concrete with follow- through from the administration.

To enhance the instruction of positive behavior characteristics our team would also like to acquire materials and create pacing guides for Skillstreaming and the Connected and Respected Curriculum. Both programs would be used to introduce and reinforce social/emotional learning standards.

Another area of focus for our staff will be the professional development opportunities as follows: De-escalation Training and Non-Violent Crisis Intervention Training. The opportunities will provide our staff with the tools necessary to help our students successfully improve their behavior, including intervention ideas and data collection instruments.

Furthermore, we would like to use Zangle to effectively and efficiently manage student behavior. The information will enable our staff to make data based decisions regarding the behavioral intervention structures we have in place. Specifically we would like to add the location and time of a referral, revisit the categories of the behavior infractions to better illustrate the student behavior, and how often will the team need to analyze the data.

As for Tier 2 interventions, we currently have the Big Brothers/Sisters program, Creating Successful Futures One and Two, counseling and social skills groups, student contracts, "hot passes," lunch bunches, buddy rooms, and detentions / community service jobs. Over the coming year, we will be investigating other research-based Tier 2 interventions.
 * Tier 2 Targeted Intervention**

Tier 3 interventions include FBAs, individual positive behavior support plans, alternative schedules, and adult shadowing.
 * Tier 3 Targeted Intervention**

As a team we will revisit the School-wide Benchmarks of Quality Survey in January 2011 and again in April 2011.
 * Indicator of Success**


 * Summary**
 * The Lake Otis B-RTI team will be proactive in working as a team -- and with the general staff -- to implement intentional behavior and social/emotional education to make our school climate more conducive to student success. **