B-RTI+Blank+Template

b. Aug. in-service presentation c. Time in staff mtgs. d. Order materials || a. Mr. Blanton b. Team c. Team, Mr. Blanton d. Adrienne || a. June 2011 b. Aug. c. On-going d. ASAP || meetings; knowledgeable about PBS, Behavioral Theory, and data-based decision making; skilled in facilitation, problem solving process, and public speaking ||  ||   ||   || Score ||  ||   ||   || substitutes, student/intern teachers, and new staff ||  ||   ||   || reward system, office vs. classroom managed behaviors, formalized procedure for handling behavior problems, flowchart developed, problem behaviors clearly defined ||  ||   ||   || occurs multiple times during the year to include transferring students, integrated into curriculums, common language used by staff and students across settings; dates for reward activities have been set and placed on school calendars ||  ||   ||   || cafeteria, playground, special rooms, restrooms, offices, and classrooms ||  ||   ||   || Manner ||  ||   ||   || Decisions ||  ||   ||   || and/or services ||  ||   ||   || professional staff development ||  ||   ||   || and district personnel ||  ||   ||   || and district - reviewed and revised as needed ||  ||   ||   || funding and incentives ||  ||   ||   || participation in PBS efforts is high, system in place to recognize staff (and parent) contributions ||  ||   ||   || Supported ||  ||   ||   || progress monitoring system ||  ||   ||   || supported ||  ||   ||   || problem behavior and the consequences that maintain the problem behavior ||  ||   ||   || behavior ||  ||   ||   || appropriate behavior, and reinforce/reward appropriate behavior ||  ||   ||   || progress monitoring system ||  ||   ||   || Type in the content of your page here.
 * Component || Who || What || When ||
 * **Tier I Universal** ||  ||   ||   ||
 * School-level administrators support PBS - active involvement, funding allocated, etc. || a. Review and approve plan
 * Staff support PBS – staff provided overview and reached 80% agreement to implement PBS ||  ||   ||   ||
 * PBS Coach has been trained - attends summer trainings, attends coaches and regional
 * PBS Team meets at least once a month ||  ||   ||   ||
 * PBS Coach attends those meetings ||  ||   ||   ||
 * PBS Team shows a good working relationship with the Coach ||  ||   ||   ||
 * 3-5 expectations have been clearly defined and teaching plans have been described to staff ||  ||   ||   ||
 * System for rewarding students has been developed – written documentation required for full
 * Strategy for collecting and using discipline data has been established ||  ||   ||   ||
 * A plan has been developed to provide training and support to staff and teachers – including
 * New and returning staff have been oriented and trained in PBS processes- rationale,
 * Parents have been oriented to PBS ||  ||   ||   ||
 * Behavior expectations and reward systems are taught formally and informally to students -
 * Behavior expectations have been posted throughout the school - including hallways,
 * Positive behaviors are rewarded consistently across staff and settings ||  ||   ||   ||
 * Procedures for handling inappropriate behaviors are implemented consistently across staff and settings ||  ||   ||   ||
 * Office discipline forms are completed consistently and accurately across staff ||  ||   ||   ||
 * Discipline data are gathered and entered into the data base consistently and in a timely
 * Discipline data are used in PBS Team meetings to identify problems and guide school
 * Discipline data are summarized and reported to staff on a regular basis ||  ||   ||   ||
 * Parents and community members are actively involved in PBS related activities, programs,
 * Data and staff feedback are used to make decisions regarding additional training and
 * A plan is in place for training new PBS team members - including new administrators, staff,
 * Data and staff feedback are used to revise and update the PBS action plan for the school
 * Links with the community and other resources have been established to assist with
 * Morale is sustained among staff and students - staff and student attendance and
 * **Tier 2 Supplemental PBS** ||  ||   ||   ||
 * The school has a data-based process for identifying students in need of Tier 2 supports ||  ||   ||   ||
 * Student’s needs are prioritized to assure that students with the greater needs are
 * Tier 2 interventions are matched to the function of the behavior ||  ||   ||   ||
 * The school has 0 (score 0), 1-2 (score 1), more than 2 (score 2) Tier 2 programs in place ||  ||   ||   ||
 * The school is checking to make sure that Tier 2 programs are implemented with fidelity ||  ||   ||   ||
 * A progress monitoring system is in place for all students receiving Tier 2 Interventions ||  ||   ||   ||
 * The school team makes decisions on students’ response to intervention from the
 * **Tier 3 Intensive PBS** ||  ||   ||   ||
 * Data-based decision-making is used to identify students in need of Tier 3 supports ||  ||   ||   ||
 * Student’s needs are prioritized to assure that students with the most intensive needs are
 * An FBA is conducted that identifies the problem, the events that reliably predict the
 * At least 1 hypothesis is developed from the FBA to explain the student’s problem
 * Tier 3 interventions are matched to the function of the behavior ||  ||   ||   ||
 * A BIP is developed that includes procedures to prevent problem behaviors, teach
 * Teachers are “coached” in how to implement the BIP accurately and effectively ||  ||   ||   ||
 * The school is checking to make sure that Tier 3 programs are implemented with fidelity ||  ||   ||   ||
 * A progress monitoring system is in place for all students receiving Tier 3 interventions ||  ||   ||   ||
 * The school team makes decisions on students’ response to intervention from the