Using Positive Behavior to Promote Academic
Success
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Support school-wide
positive behavior
systems and
intervention systems
across the building
Work with Intervention
Team to address and
advocate for student
needs
Shaneeka Moore-Lawrence:
Bethesda Elementary School
Principal
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In-school support coach
for students and staff
Coordinate/organize and
monitor academic and
behavioral intervention
groups across the
building
Work with Intervention
team to address and
advocate for student
needs
Katy Halsmer: Bethesda Elementary
School RtI Facilitator and PBIS
Coach
Total School
Population
Number of Students
Total Number of
Teachers
Students in
Kindergarten
142
6
Students in First
120
5
Students in Second
122
5
Students in Third
105
5
Students in Fourth
86
4
Students in Fifth
110
5
Subgroups
AfricanAmerican
Asian
Caucasian
Hispanic
Multi
Total
Number of
Students
394
10
47
223
12
Percent of
Population
57.4%
1.5%
6.9%
32.5%
1.7%
Subgroups
Free and
Reduced Lunch
Special
Education
English Second
Language
Percent of
School
Population
84%
8%
25%
Total Number of
Students
573
56
171
2.5
3
Total Number of
Teachers
Take some time to think about what you know
about rti and pbis.
Think of one word to describe each initiative
and write them on a piece of paper.
Share those words with your group and discuss
how your thoughts were similar and different.
Pick one person to share out.
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Literacy Launch and Math Launch– 20 – 30 minutes,
whole group
Writing Mini-Lesson
Small group guided reading and guided math:
differentiated for reading level or math skills
Small group centers or independent work
differentiated based on student need
Literacy and Math
Bulldog PBIS Pledge
“I am respectful. I am
responsible. I am ready.
I am a bulldog learner.”
The Color Spectrum
Students start on the day on
Blue. They can move up to
Purple or Green for positive
behavior, or move down to
Yellow, Orange, or Red for
inappropriate behavior.
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I complete classwork
and homework to the
best of my ability.
I return classwork and
homework in timely
manner.
I take responsibility for
my learning AND my
behavior.
I am Responsible.
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I come to school ready
to learn, on time, and
with a good attitude.
I come to school and
leave school with all
the materials I need to
participate throughout
the day.
I am Ready.
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Students earn money
for being on blue,
purple, or green. They
can save it or spend it
every month at our
school store.
We have prizes
available ranging from
small (pencils, erasers)
to big (scooters, mp3
players).
Monthly School Store
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Students who earn at
least 35 purples and
greens in the quarter
participate in a
quarterly celebration.
It’s usually an offcampus field trip. In
the past, we’ve gone to
a movie, skating,
swimming, and a
cook-out in the park.
Quarterly Celebrations
No one program works for every student every
time…
So what do you do when school-wide systems
don’t work?
Tier 2: targeted interventions
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Creative, flexible scheduling creates
sufficient time for small group instruction.
Each grade level has at least 45 minutes
daily to deliver instructional intervention.
Instructional Assistants also deliver small
group instruction throughout the school
throughout the day.
Students receive 20-30 minutes daily of
additional time and support, 2-3 times per
week.
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Students who accumulate
4 or more oranges in a
month.
Students who accumulate
2 or more reds in a
month.
Can be teacher-led
intervention plans in the
classroom.
Students who do not
respond to classroombased intervention plans.
Which Students?
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Personal behavior
contracts with the
teacher.
Check-ins with
preferred staff 2 – 3
times per week
Tier 2 Interventions
And if secondary interventions aren’t enough?
Tier 3: intensive interventions
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Students who do not respond (or do not
respond quickly enough) to secondary
interventions are referred to tertiary
interventions
Interventions delivered one-on-one or in
small groups by teachers or
interventionists
Could include a referral for psychoeducational testing.
MAY require specially designed
instruction (Individualized Education Plan)
or a 504 Plan
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Check-In/Check-Out
Complete a Functional
Behavior Assessment
Problem Solving Team
creates a Behavior
Intervention Plan
Alternate Behavior Plans
Referral to More Intensive
Programs
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Possible referral to
Exceptional Children’s
Program
Possible referral for a
504 Plan
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Write down everything
you know about PBIS.

◦ Its goals
◦ Components
◦ Etc.

Put your ideas on the
yellow post-it notes
PBIS
Write down everything
you know about RtI.
◦ Its goals
◦ Components
◦ Etc.

Put your ideas on the
pink post-it notes
RtI
Put your post-its where they
belong on the venn diagram
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We had most of these services available
before becoming an RtI School.
Demonstrating to the staff that this was not a
new initiative, but rather a way to streamline
initiatives throughout the building was
paramount.
A focus on solving problems rather than
identifying problems.
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Personal Education Plans
Instructional Assistants
Interventionists
Guidance counselors
Children and Family Support Team (School
Social worker and School Nurse)
Check In/Check Out
Social Skills Groups
Classroom Team Building
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Vary based on needs of the student, but can
include:
◦
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Parent
Teacher
Instructional Support Coach
Social Worker
Special Education Teacher
Counselor
School Psychologist
Administrator
School Nurse
Community Agencies who are working with the child
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Use data and observation to determine the
student’s strengths and needs
Starts with teacher and parent, with support
personnel assisting when necessary
Team focuses on identifying the source of
difficulties (academic or behavioral)
Emphasis on problem-solving
Team puts strategies in place
Team continuously monitors progress and
adjusts strategies as necessary
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Personal Education Plan – typically between
teacher and parent, but sometimes includes
support personnel; addresses academics
and/or behavior. (Tier 2)
RtI Support Plan – typically includes parent,
teacher, and support personnel; addresses
academics and/or behavior (Tier 3)
Individualized Education Plan (IEP) – results in
referral to special education
Section 504 Plan
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RtI intervention blocks staggered by grade
level throughout the day to ensure that those
supports are available to every grade level.
Everyone pitches in for interventions:
teachers, interventionists, instructional
assistants, PE teachers, Music Teachers, even
the Janitor!
Flexible grouping throughout the year allows
for multiple interventions to address dynamic
needs
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We use PBIS and Academic Assessment to
determine who receives interventions.
The more intensive the need, based on data,
the more intensive the intervention.
Academic and Behavioral Interventions are
monitored monthly to determine continued
needs.
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All stakeholders need to be present when
discussing individual students and their
needs.
Teachers collaborate with parents, grade level
peers, instructional support coaches, PBIS
coaches, special education teachers, ESL
teachers to identify and address student
needs