CEC's RTI Blog

RTI and the Behavior, October Summary

By Doug Cheney, University of Washington, Seattle

Before I finish my time as CEC’s blog meister, I thought a quick summary and review might be useful. I began this month’s blog on RtI and behavior by providing an overview of how the academic and behavioral tiers of the positive behavior support model align well with the RtI approach. I asked three questions:

1. What are some of the essential features of a (or your) Tier 1 school-wide program that addresses social behavior of students?

RTI and the Behavior – Progress Monitoring

By Doug Cheney, University of Washington, Seattle

This week’s topic is about progress monitoring behavior in an RTI model. In academic areas, progress monitoring is typically conducted by using probes or brief assessments of student skills in an area of interest. For example, a common progress monitoring tool in literacy for those that are beginning readers is oral reading fluency. Likewise, other skills can be probed on a daily or weekly basis to assess progress for students in writing or math.

RTI and the Behavior – Response to What Intervention? (Part II)

By Doug Cheney, University of Washington, Seattle

In my last posting, I reviewed features of Tier 1 Universal prevention programs and then gave a few examples of assessment procedures for students who may need a Tier 2 behavioral intervention. I gave the example of Jered, who either may have had a few (3) office discipline referrals (ODR) or may have met the criteria/cut line on a behavioral screener. In either case, a behavioral support team (BST) could have enrolled Jered in a Tier 2 intervention. This lead to my final question on October 16: “What Tier 2 interventions might we use with Jered?”

RTI and the Behavior – Response to What Intervention?

By Doug Cheney, University of Washington, Seattle

Last week I left you with three main questions, and I want to follow-up on the first two in this week’s blog. Let me say I have not been overwhelmed with responses this past week and feel somewhat like that Maytag repairman who is waiting for a service call. So come on CEC members and friends, let’s hear some chatter about RTI and Behavior.

RTI and Behavior

By Doug Cheney, University of Washington, Seattle

In the September 22 RTI Blog, Cara Shores presented an RTI framework for behavior. The framework was based on the Positive Behavior Intervention and Support (PBIS) model, which endorses a three-tiered approach to prevention and intervention. Tier One focuses on universal approaches implemented throughout a school that address behavior and social development of all children; Tier Two provides targeted group interventions for students whose behavior may put them at-risk for school failure; and Tier Three provides intensive individualized interventions for students who have chronic behavioral problems. I thank Cara for introducing the PBIS model, as it will serve as the conceptual model for my blog throughout October.