Leonora Clarkson, District Pyramid of Intervention Coordinator
Betsy Foulk, School Psychologist
Tabatha Lawrence, Assistant Principal, Moreland Road Elementary School
Ricky English, Assistant Principal, Cowan Road Middle School
Dexter Sands, Principal, Kennedy Road Middle School

 2011 Georgia Title 1 Distinguished Large District of the Year
 Accredited by AdvancEd (SACS-CASI), earning the highest rating in two standards and the second highest rating in the remaining five standards
 94% or 17 of 18 schools made Adequate Yearly Progress (AYP)
 District Wide Positive Behavior Support Implementation for three years
 Race to the Top System

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Tier 1 – Standards-Based Classroom Learning: All students participate in general education learning that includes:
Universal screenings to target groups in need of specific instructional and/or behavioral support.
• Implementation of the Georgia Performance Standards (GPS) through a standards-based classroom structure.
• Differentiation of instruction including fluid, flexible grouping, multiple means of learning, and demonstration of learning.
• Progress monitoring of learning through multiple formative assessments.
• Positive behavior support

Universal screenings to target groups in need of specific instructional and/or behavioral support.
RTI-A
• STEEP (System to Enhance Education Performance)
◦ Kindergarten- 9 th Grade
◦ District Wide
• Blitz
◦ Reading Fluency
◦ Reading Comprehension
◦ Math Fluency
◦ Math Concepts/ Focal Points
• Can’t Do, Won’t Do
• Skill Level

Universal screenings to target groups in need of specific instructional and/or behavioral support.
RTI-B
Universal Screener has 3 Phases
• All Students in Kindergarten-12 th Grade
• Phase 1 Teacher Nomination of Internal and External Behaviors
• Phase 2 Data Collection on nominated students
• Phase 3 Selection of students that need interventions and complete the
Motivation Assessment Scale

Phase 3: Behavior Universal Screener
School: _____________________ Grade: ____________
Date: _______________

Positive Behavior and Intervention
Support (PBIS)
• Positive Behavior Intervention Support
• PBIS Training by GaDOE
• Started with Secondary Schools
• District Implementation
• Follow the 10 Critical Elements of PBIS
• Use Skillstreaming to teach behavior to all students in Tier 1
• Use Thinking Maps to teach behavior to all students

• 1. PBIS Team and Administrative Support
• 2. Faculty Commitment and Participation
• 3. Effective Discipline Practices
• 4. Data Entry and Analysis
• 5. School-wide Expectations and Rules
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6. Recognition Program
• 7. Teaching Expected Behaviors
• 8. Implementation Planning
• 9. Classroom PBIS Systems
• 10. Evaluation

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The Motivation Breakthrough
6 Secrets to Turning on the
Tuned-Out Child
Richard Lavoie
• Need based on STEEP Won’t Do students
• Schools were putting motivation students in academic interventions
• Schools did not know how to motivate students
• All PBIS Coaches read The Motivation Breakthrough

• Team Implementation Checklist (2 times a year)
• Benchmarks of Quality
• Walkthroughs (3 times a year)
• Self Assessment
• Coaches Self Assessment
• Action Plan (Based off the surveys)

Data
Pratices
Step 1:
What is the problem/issue/task to be addressed?
Data Analysis in Infinite
Campus.
PBIS teams need to use this to break down data.
Check In Check Out
System should align with
School Expectations.
CICO will be the tier 2
Intervention for attention, tangible, and escape behaviors.
Step 2:
Why is it occurring?
Step 3:
What are we going to do about it?
To-Do List
They have used the
Big Five Data
Reports in IC and they are now ready to go to the next level.
Have a PBIS District meeting with Data Analysis Training.
1.
Data Analysis Training
2. Screen Shots
3.
4.
5.
6.
1. Develop a form
Schools have not aligned
CICO to Expectations
Develop a sheet that schools can use with students for
CICO that ties to School Wide
PBIS
2. Train on how to use the form
3.
4.
5.
6.
There is a lack of behavior specialist at the schools level
Lack of behavior training
Provide Applied Behavior
Analysis Training
Student Motivation
Students are identified in
STEEP
Richard Lavoie Motivation
Breakthrough Training
Persons
Responsible
Follow-Up or
Completion Date
Leonora
Josh
Leonora
Leonora
Nov
Nov
August
October
3.
4.
5.
6.
1. Get Info from
Jason
2. Share info at meetings
Jason
Jason
Leonora
1. Buy Book for each school
2. Chapter 1-3/Video
Ashley M
Leonora
3. Chapter 4-10
4. Chapter 11-15
Leonora
Leonora
Ongoing
June 2010
Sept
Oct
Nov
Step 4: How will we know when we’ve been successful?

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SSTAGE Rubric Modified
School: ________________________________ Date: ________________________________
Team Members: _____________________________________________________________________________________________________
1. Effective, systematic problem solving process at each tier.
Are there “data teams” or
1 Not Evident
No Data Teams
2-Emerging
Team for one tier
3-Operational
Team for two or three
4-Fully Operational
Team for all four tiers tiers problem solving teams at
EACH tier that examine student data and problem solve based on data?
Are there defined roles and responsibilities for all members of the data/problem solving team?
Information is shared between team and interventionist so that it is accurate, seamless and timely.
Teachers and staff have a designated time to collaboratively make data-based decisions.
No roles and responsibilities defined for team members
No Process
No Support/ Plan
Defined Roles
Process on paper
Teachers meet when they get a chance. Not regularly scheduled meetings
Defines roles and responsibilities
Process fully implemented
Data is in STEEP system and brought to RTI meeting
Teachers meet once or twice a month.
Implementing roles and responsibilities. They are more than just on paper.
Teachers do all interventions and progress monitoring of their students and report on it at the meeting.
Teachers meet weekly to discuss intervention students. Meetings are on the school calendar and a priority in the school

2. A coordinated system of assessment and progress monitoring
Do you have a plan to universally screen students three times a year?
1 Not Evident
Did not use STEEP.
Fall
Winter
Spring
What measures are used for Progress Monitoring?
No Progress Monitoring
Are there decision making rules for identifying students in need of intervention?
Are there decision making rules for moving students up or down the tiers of the pyramid
How is the progress monitoring information shared with parents/guardians and students
No Rules for making decisions
No rules
STEEP graphs not used
2-Emerging
Did Blitz, but did not do
CDWD or skill level
Fall
Winter
Spring
Use progress monitoring other than STEEP
Know the rules but don’t implement
Teachers know the rules but don’t apply them
STEEP graph used and parents don’t understand
Fall
Winter
Spring
3-Operational
Did Blitz, CDWD, but did not skill level
Use STEEP for progress monitoring goals
Implement the bottom 16% and Frustration rule for all students in some areas
4-Fully Operational
Did Blitz, CDWD, and skill level.
Fall
Winter
Spring
Use STEEP for Progress
Monitoring Goals and
Intervention Center
Implement the bottom 16% and Frustration rule for all students in all areas
Teachers know the rules and apply them for some students
Teachers know the rules and apply them for all students
STEEP graphs used and parents understand

3. A coordinated system of instructional/behavior supports and programs (Behavior programs will be monitored with PBIS Surveys)
How do school leaders and teachers determine if the instruction delivered in Tier 1 is high quality
How are interventions selected
1 Not Evident 2-Emerging
Don’t look at data in tier 1 69% or less of all grade levels and content areas meet standards
No interventions available Too many interventions and teachers are overwhelmed
How does the master schedule support interventions
No period supporting interventions
Limited time for interventions
3-Operational
70% of all grade levels and content areas meet standards
Teachers are not comfortable selecting from a standard protocol of interventions
Some time for interventions at some of the tiers
4-Fully Operational
80% or more of all grade levels and content areas meet standards
Teachers are trained and know what interventions are available. They use the interventions with fidelity
Time dedicated for targeted and intense interventions

4. Job-embedded professional learning and ongoing teacher support
How does the school culture align with the goals and purposes of RTI
1 Not Evident
Don’t talk about RTI
What types of trainings have been conducted to prepare: data team members
Classroom Teachers
Limited Professional
Learning
Support Personnel
Limited Professional
Learning
Limited Professional
Learning
Interventionist Limited Professional
Learning
2-Emerging
Talk about RTI in isolation of Tier 1 and 4
Data Driven Professional
Learning
3-Operational
Some conversations are framed using the Pyramid of Interventions
Data Driven Professional
Learning with follow up/ coaching
4-Fully Operational
All conversations about students are framed using the language of the
Pyramid of Interventions
Share information learned with others
Data Driven Professional
Learning
Data Driven Professional
Learning
Data Driven Professional
Learning
Data Driven Professional
Learning with follow up/ coaching
Data Driven Professional
Learning with follow up/ coaching
Data Driven Professional
Learning with follow up/ coaching
Share information learned with others
Share information learned with others
Share information learned with others

5. A systemic plan with specified practices for parent/family communication and involvement
How are families informed about the RTI
Process
1 Not Evident
No parent contact
2-Emerging
Give parents the flyer
How is the RTI framework information infused into parent workshops and community workshops
Not infused into parent workshops
Information sent to parent in report card/ handbook
3-Operational
Paper sent home after the meeting
Shared at 1 PTO meeting or school council meeting
4-Fully Operational
Parents attend meetings or have a phone call from school personnel to explain and answer questions
Shared at multiple PTO meetings and school council meetings.

Effective, systematic problem solving process at each Tier with: -Defined
Responsibilities and roles of members, -Alignment, communication & connectedness, -
Data driving the team’s decision making to inform instruction
Adapted from PBIS Action Plan
To-Do List Persons Responsible Follow-Up or
Completion Date
Step 1:
What is the problem/issue/task to be addressed?
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5.
6.
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2.
3.
4.
5.
6.
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6.
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6.

• How many tiers are in the Pyramid of Intervention?
• Do you implement Interventions?
• Do you progress monitor students?
• Do you see the STEEP blitz data?
• Do you know the three parts of the blitz?
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Do you use STEEP graphs during RTI meetings?
• Do you see the Rate of Growth Data?
• Can you explain Skill Deficit vs Standard Deficit?

In addition to Tier 1, targeted student participate in learning that is different by including:
• Standard intervention protocol process for identifying and providing research based interventions based on need and resources.
• On-going progress monitoring to measure student response to intervention and guide decision-making.

• Each school has a standard protocol
• Many different interventions are used
• STEEP has fluency interventions for reading and math
• STEEP Progress Monitors all Interventions

• Check In Check Out System (CICO)/
Behavior Education Program (BEP)
• Function of behavior is determined with the
Motivational Assessment Scale
• Students are reinforced with the Function of Behavior
• Sensory Function may have a different intervention
• CICO Intervention is changed by having a new person CICO with the student.

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Expectations: Be R esponsible, Be R espectful, Be R eady to Learn
Name: ______________________________________ Date: _________________
Directions for Teachers:
1) Rate how the student met behavior expectations for each R.R.R. category 2=yes, 1= somewhat, 0=no
2) Under “Comments,” please leave a note of positive feedback for the student.
3) Please initial and hand back to the student.
R.R.R. Supervisor _______________________________________
Responsible Respectful Ready to Learn
List all Classes
Below
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6 th
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1st
2 nd
3 rd
4 th
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Don’t forget to take it to first period tomorrow. 10 Points
Directions for Student:
1) List your classes
2) Take this paper to EVERY class and give it to the teacher at the beginning of the period
3) Collect it back at the end of period with your teacher’s evaluation
4) Get your parents/guardian to sign the paper when complete
______________________________
5) Return it to your R.R.R. supervisor
Parent/Guardian Signature
Positive Comments from Teachers
Teacher Initials

In addition to Tier 1 and Tier 2, targeted students participate in learning that is different by including:
• Intensive, formalized problem solving to identify individual student needs.
• Targeted research based interventions tailored to individual needs.
• Frequent progress monitoring and analysis of student response to intervention(s).

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• Functional Behavior Assessments
• Check In Check Out continues-Behavior being taught is related to skill deficit
• May add a third check in time
• Direct Instruction on dealing with emotions and social situations- Program used is Skillstreaming
• Social Stories

In addition to Tiers 1 through 3, targeted students participate in :
• Specialized programs, methodologies, or instructional deliveries.
• Greater frequency of progress monitoring of student response to intervention(s).

• Georgia DOE, PBIS Unit
• www.pbis.org
• www.apbs.org
• http://pbismissouri.org/tier_2/t2tk.html
• http://flpbs.fmhi.usf.edu/
• http://www.pbismaryland.org/
• The Motivation Breakthrough 6 Secrets to Turning on the Tuned-
Out Child Richard Lavoie

• Motivation Assessment Scale
◦ Mark Durnad and Daniel Crimmins
• Behavior Education Program
◦ K. Sandra MacLeod and Leanne S. Hawken
• Thinking Maps
◦ http://www.thinkingmaps.com
• Skillstreaming
◦ Ellen McGinnis and Arnold P. Goldstein
◦ Elementary and Adolescent

Georgia Department of Education in collaboration with the
Student Support Team Association for Georgia Educators
RTI Star Award Winners: Georgia Pyramid of Interventions