The mission of the Rankin County School District is to prepare every student with the
cognitive and social skills necessary to be productive members of an ever-changing
global society.
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RTI for Behavior
TIER 1A referral to the TST will occur when a child does not respond to general classroom
management and the teacher has been evaluated by school administration to
determine that the classroom management strategies are appropriate. The
following information should be collected prior to the 1st TST meeting:
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Review the students cumulative record to look for any prior outside testing,
attendance issues and academic history.
Teacher will complete the Teacher Narrative
Results from the most recent Behavior Screener
The Social Emotional Issues Worksheet should be completed by the teacher
The teacher will document on TIER 1 Alternate Classroom Strategies any
classroom accommodations and interventions that he/she have implemented
in an effort to decrease the behavior of concern.
The Developmental History will be completed by the parent/guardian
Vision and Hearing Assessment will be completed to rule out those issues
School Discipline and attendance records
Once this information has been gathered, it will be reviewed by the School TST.
The TST will either make recommendations for continued Tier 1 upgrades or will
move the child to Tier 2 based on data provided from Tier 1.
** All Tier 1 documentation must be completed and reviewed by the TST Committee
prior to referring a child to TIER 2. The TIER 1 data should show how the behavior
is interfering with the child’s ability to learn or show how the child’s behavior is
continually interfering with the learning environment of others..
Universal Screener
A Universal Behavior Screener will be conducted 3 times a year in K-12 schools to
assist in screening for behavioral issues. The school counselor will give the
screeners to the classroom teachers. The teachers will complete and return to the
counselor. The screener is subjective and should only take the teacher about 20
minutes to complete for the entire class. It will be done electronically through an
excel spreadsheet sent by the counselor. If a child is in the TST process a copy of
the universal screener should be placed in the TST folder.
TIER 2When a child is referred to TIER 2 for behavior the TST Committee will decide on
the most appropriate behavioral interventions. The school counselor will be the
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person responsible for maintaining the integrity and fidelity of these interventions
and ensuring that the teacher or assigned staff member is conducting the progress
monitoring as required per intervention.
 TIER 2 TST Action Plan will be completed during the initial TST meeting
where the student is referred to Tier 2 This will include documenting the
person responsible for the intervention (i.e. teacher, counselor, etc.)
 TIER 2 Behavior Intervention This log will be kept by the counselor to
record anytime she conducts individual/group counseling, social skills,
Lunch Bunch, or other intervention as directed by the TST Plan.
 When any Tier 2 intervention is put into place the classroom teacher will
monitor the progress of the child’s behavior at a minimum of once a week,
however the RCSD behavior interventions are typically progress monitored
DAILY through the Daily Behavior Report Card.
 If the intervention is not carried out with integrity and fidelity then the
timeline of tracking behaviors will start over. The data must be kept on
a consistent schedule to ensure integrity/fidelity.
 The plan will be monitored every 4.5 weeks by the TST.
 If the student is not meeting the behavior goal and not showing improvement
by the 2nd TST review meeting then the student may be moved to TIER 3.
** All TIER 2 documentation must be completed and reviewed by the TST
Committee prior to referring a child to TIER 3. The TIER 2 data should show how
the behavior is interfering with the child’s ability to learn or should show how the
child is disrupting the learning environment for others.
TIER 3Once the decision has been made to move to TIER 3, the teacher will collect 10 days
of Behavior Logs (aka ABC data). During this 10 day period, the counselor, in
conjunction with the District Behavior Specialist, will conduct the FBA. At the end of
the 10 day period a target behavior will be identified and a Behavior Intervention
Plan will be written to serve as the TIER 3 behavior intervention.
Before the plan has been implemented, there should be 3 days of baseline data
collected on a scatterplot.
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TIER 3 Behavior Intervention Plan (will be completed after the TST meeting
and after the 10 days of ABC data. This will include documenting the person
responsible for the intervention (i.e. teacher, counselor, etc.)
A Functional Behavioral Analysis (FBA) will be conducted by the Behavior
Specialist and/or counselor which will guide the development of a Behavior
Intervention Plan (BIP)
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TIER 3 Behavior Intervention Form will be kept by the counselor to record
anytime he or she conducts individual/group counseling, social skills, Lunch
Bunch, or other intervention as directed by the TST Plan.
When any TIER 3 intervention is put into place the classroom teacher will
monitor the progress of the child’s behavior at a minimum of twice a week
however, the Daily Report Card is done daily and this is typically what is used
for progress monitoring. This information should be graphed every 4.5
weeks for easy interpretation by the TST.
The plan will be monitored every 4.5 weeks (from the date the intervention
was implemented) by the TST; the District Behavior Specialist should be
present at the initial TIER 3 TST meeting.
If after 2 review periods the student is not responding, the student can be
referred to DTST. Lorrie Perry, SPED Psychometrist, should be invited to the
2nd Tier 3 Review meeting if the child is going to be referred to DTST.
Once the decision is made to refer the child to DTST, interventions and
progress monitoring will continue AND the teacher will scatterplot the target
behavior 1x per week until the DTST meeting is held.
Contact the District Behavior Specialist when:
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Any questions about Tier 2 interventions
When a child fails to respond to Tier 2 interventions (after the first 4.5 week
review)
Prior to a child being moved from Tier 2 to Tier 3
Prior to a child being referred to the Learning Center for alternative
placement
Any questions related to the TST process for behavior
Any questions about progress monitoring, data collection or graphing
Any questions about PBIS
What is the Role of the COUNSELOR during TST meeting?
 The counselor is the Lead person during TST meeting when the student has
behavior issues.
 For Academic TST meeting the counselor should assist in digging deeper to
ensure students don’t have an underlying behavior issue that may be
hindering academic performance. Questions to ask during TST are:
o Is the student easily distracted?
o Does he/she daydream or put their head down often?
o Do they put forth effort in class?
o Is he/she engaged during instruction?
o Do they have a friend in class?
o Do they get along with others?
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Who is the District Behavior Specialist for my school?
District Behavior Specialists:
Charlene Fowler- (601) 540-4126
Flowood El.
Northwest El.
Highland Bluff
Northshore
Oakdale
Northwest Middle
Puckett Attendance
Pisgah El.
Pisgah High
Pelahatchie El.
Pelahatchie High
Richland High School
Shea Hutchins- (601) 946-2028
Richland El.
Richland Upper El.
Steen’s Creek
Florence El.
Florence Middle
Florence High
McLaurin El.
McLaurin High
Rouse El.
Stonebridge
Brandon El.
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Brandon Middle
Brandon High
Learning Center
Northwest High
5
Behavioral Interventions by Behavior
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For children who do not complete classroom assignments and are unable to
remain on task:
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For children who are not motivated by selected rewards:
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Give him a tangible reward including privileges such as free time, line leading,
passing out materials, etc. or intangible rewards such as praise, hugs, a smile, or
public recognition.
Explain to him what he is doing wrong and why it is wrong and what he should
be doing.
Reiterate rules and consequences on a daily basis and reinforce those who
comply with the rules.
Write a contract with the student including the consequences as well as the
rewards for his behavior so that he will know what is to come.
Assign a peer to help him with assignments.
Make sure the assignment is not too difficult so that it matches his ability.
Reduce distracting stimuli whenever possible and do not use this as a form of
punishment but a way to help the child.
Encourage him to ask for clarification of directions instead of just doing it
without understanding the assignment.
Explain to him that work not completed will be done at another time such as
during recess, computer time, etc.
Maintain consistency of expectations, rewards, and punishments.
Conduct a reinforcement survey to determine his preferences
Make an agreement with the home so that enjoyable activities at home are
contingent upon good behavior at school.
Try to provide reinforces that are social in nature.
For children who fight with other students or may become physically
aggressive with the teacher:
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Remove him from the group activity until he can demonstrate self-control.
Write a contract with the student so that he may know what behavior is
appropriate and which ones are inappropriate. Include rewards and
consequences.
Communicate with parents about his behavior and encourage them to reinforce
with him at home appropriate interactions with others.
Reduce interactions between the student and provoking-type children.
Teach him problem-solving skills including identifying the problem, identifying
goals and objectives, develop strategies, develop a plan, and implement the plan.
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Structure the environment to reduce altercations (e.g., seating arrangement,
easily supervised).
Reduce activities that may increase the probability of him become aggressive
such as announcing test scores, what he has done wrong, raising your voice.
Teach him alternative ways to deal with a situation that are frustrating to him
(e.g., withdrawing, talking, relaxation techniques).
Prevent lag time by keeping student busy with activities.
Limit the student’s independent movement within the school environment.
Remember, increased productivity and accuracy will reduce the likelihood of
frustration and\or anger.
Always provide the student with behavioral options instead of always telling him
his choices.
Avoid arguing with the student and avoid his remarks whenever possible.
Avoid eye contact with him and attempt to maintain physical distance from him
to avoid stimulation when he is angry and/or frustrated.
 For children who are easily angered, annoyed, or upset:
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Reinforce the student for demonstrating self-control. You can base this on the
length of time he can be successful.
Try to prevent anxiety-provoking situations from occurring whenever possible.
Provide the student with positive feedback indicating to him that he is doing
something right.
Make necessary adjustments to the environment.
Teach him alternative ways to deal with situations that may cause him to
become angry or frustrated.
Provide a schedule of daily events so that the student will know what to expect
throughout the day.
Make other personnel aware of the student’s tendency to become angry and
aggressive.
Make him aware of the natural consequences for becoming easily angered,
annoyed, or upset (e.g., loss of friendships, more restrictive environment, legal
action).
Do not force the student to participate in a group activity if you can see him
becoming angered, annoyed, or upset.
Provide the student with a selection of optional activities to be performed when
he is secluded from his classmates. Do not leave him idle.
Maintain a positive, calm environment by making positive comments,
acknowledging successes, etc.
Present tasks in a positive, interesting fashion.
Teach the student decision-making steps – think about how others may be
influenced, think about the consequences, carefully consider the unique situation,
think of different courses of action that are possible, and think about what is
ultimately best for him.
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Teach him to verbalize his feelings before losing control.
 For children who have little or no interaction with peers:
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Talk with the student and decide what behaviors are to be expected of him (e.g.,
sitting near another student, talking to another student, etc.).
Assign a peer to sit and work directly with the student.
Encourage and reward others for interacting with him.
Give him the responsibility of being the teacher’s helper for an activity.
Give him the opportunity to tutor another student.
Ask him to be the leader when lining up to leave the classroom.
Try various groupings to determine what he is and is not comfortable with.
Establish social rules such as sharing materials, using a quiet voice, and
walking indoors.
Teach and model appropriate ways to interact with others.
Encourage involvement in extra-curricular activities.
Limit opportunities for interaction on those occasions when the student would
not be successful.
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 For children who steal or forcibly takes things from others or the school
building:
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Reinforce those students who exhibit the appropriate behavior.
Explain to the student what is expected of him and why.
Write a contract with him specifying expected behaviors, rewards, and
consequences.
Teach him the concept of borrowing by loaning and requiring the return of
these items.
Structure the environment so that time does not allow for inappropriate
behavior.
Identify those things that the student has been taking from others and
provide those items for him as reinforcers for good behavior.
Restrict students from bringing items from home such as toys so that the
temptation to steal will be lessened.
Deal with the taking of items privately with the student and not publicly in
front of his classmates.
Label all property brought to school by students.
Make certain he has the necessary school-related items.
Teach and encourage sharing among students.
 For children who engage in inappropriate behaviors while seated such as
tipping desk, putting feet on desk, touching others, etc.:
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Reinforce the student for sitting appropriately.
Explain why you would like for him to sit a certain way during class time.
Reinforce him based on the length of time he is able to sit and behave
appropriately in his seat.
Identify a peer to act as a model for sitting appropriately.
Have the student question instructions or directions that he may not
understand.
Provide the student with an example of appropriate in-seat behavior.
Implement logical consequences for sitting inappropriately such as having to
sit on the floor, stand, or sit in a chair without a desk.
Reduce distractions whenever possible and remove any unnecessary items
from him and his desk to insure that he does not play while seated.
 For children who ignore consequences of their behavior:
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Make certain that consequences are delivered immediately and consistently.
Provide the student with a list of possible consequences for inappropriate
behavior.
Clarify to him that it is his behavior that determines consequences (positive
or negative).
Provide a learning experience that will emphasize the cause and effect
relationship between behavior and the inevitability of some consequence.
Supervise him closely in situations in which he is likely to act impulsively.
Make the consequences obvious by identifying the consequence as it occurs
and discussing alternative behavior, which would have prevented the
particular consequence.
Allow the student more decision-making opportunities relative to class
activities and assignments.
 For children who exhibit extreme mood changes:
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Communicate with parents, agencies, or appropriate parties in order to
inform them of the problem, determine the cause of the problem, and
consider possible solution to the problem.
Make any necessary adjustments in environment to prevent the student from
experiencing stress, frustration, anger, etc.
Provide a consistent routine for the student to enhance stability.
Allow flexibility in meeting academic demands when he is experiencing
mood instability.
Separate the student from anyone who may stimulate a sudden mood change.
Teach the student to recognize a mood change so that he may deal with it
appropriately.
Provide a pleasant, calm atmosphere.
Inform him in advance if a change at school is going to occur.
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Give the student adequate time to adjust to the change whether it be
academics, activities, or situations.
Avoid discussions of unpleasant experiences or sensitive topics.
 For children who lie, deny, exaggerates, or distorts the truth:
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Reinforce the student for making accurate statements.
Avoid putting the student in a situation in which he has an opportunity to lie
such as highly competitive activities, situations with limited supervision).
Avoid making accusations that would increase the probability of him making
inaccurate statements.
Provide the student with experiences, which can be shared if the absence of
such experiences has been causing him to fabricate information.
Develop a system of shared responsibility (e.g., instead of trying to figure out
who did what, classmates will work together to help clean up, return
materials, make repairs, etc.).
Teach the student that making inaccurate statements will not prevent the
consequences such as redoing the assignment he insists he did and lost.
Take no action in situations where conclusive evidence does not exist.
Help him understand that telling the truth as soon as possible prevents
future problems.
For children who do not accept changes in regular routine:
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Evaluate the appropriateness of the change in routine to see if the change is
too difficult.
Have the student question any directions, explanations, or instructions he
may not understand.
Have the student work near a peer in order to follow change in an
established routine.
Provide him with a schedule of revised daily events, which identifies the
activities for the day and the times in which they will occur.
Revisions to the schedule should be attached to the student’s desk or carried
with him all day.
Post the routine throughout the classroom.
Attempt to limit the number of times change in routine occurs.
Discuss in advance any changes in routine that may occur.
Teach the student to tell time in order to enhance his ability to accept change
in an established routine.
Have a peer to remind him of changes within their daily routine.
Allow the student the appropriate amount of time to accept changes in
routine.
Explain the change to him personally.
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For children who threaten to hurt themselves or commit suicide:
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Prevent frustrating or anxiety producing situations from occurring.
Interact frequently with the student to prevent self-harm behaviors by
meeting the student’s needs as they occur.
Maintain visibility to and from the student, making eye contact possible at all
times.
Prevent lag time from occurring when the student would be free to engage in
self-abusive behaviors.
Remove from the environment any object that the student may use to harm
himself or someone else.
Provide the student with consistent positive feedback that indicates he is
respected, successful, important, etc.
Maintain a positive, calm environment.
Provide the student with a quiet place to work.
Maintain consistency in expectations.
Teach the student appropriate coping skills such as relaxations techniques,
withdrawing from the upsetting situation, engaging in enjoyable activities,
phoning a friend or loved one, etc.
Do not allow the student to be unsupervised anywhere in the school
environment.
Avoid discussions of unpleasant or upsetting topics.
For children who indicate concerns regarding problems at home or is
unable to deal with classroom requirements because of out of school
situations:
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Discuss concerns with other professionals to determine if further
investigation is warranted.
 Record the number of times the student expresses concerns or worries about
school or home to make him aware of the frequency of the behavior.
 Take the time to listen so that he realizes your concern is genuine.
 Explain that the concerns or worries, while legitimate are not unusual.
 Identify persons for the student that he may talk with when he is feeling
overwhelmed with worry and anxiety.
 Provide praise and recognition frequently.
 Have the students invite him to participate in extra-curricular activities.
 Avoid discussions of topics sensitive to the student.
 Provide as many enjoyable and interesting activities as possible.
For children who throw temper tantrums:
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Reinforce the student for dealing with unhappiness in an appropriate
manner based on the number of times he can be successful. Gradually
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increase the amount of time required for reinforcement as the student
demonstrates success.
Remove the student from the activity until he can exhibit self-control.
Reiterate classroom rules on a daily basis and be consistent with
consequences.
Communicate with parents in order to share information concerning the
student’s progress and so that they may reinforce both appropriate and
inappropriate behaviors at home.
Assess the situations in which the student tantrums. Based on these
observations, determine ways to prevent situations from stimulating him to
tantrum.
Take the time to talk with him so that he will realize your care and concern
are genuine.
Explain to the student that feelings of anger and unhappiness are natural but
there is an appropriate way of to display these feelings.
When natural consequences occur as a result of his tantrum such as the loss
of friends and privileges, point them out to him.
Be careful not to attend to the student’s behavior in instances of bad
behavior only. Be sure and acknowledge him for his good behavior as well.
Help the student identify how he wishes things were in his environment and
work with him toward accomplishing these goals.
Teach him alternative ways to communicate his unhappiness (e.g., write his
feelings, talk to someone about them, etc.).
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TIER 1 Behavior Interventions/ Accommodations
(Taken from Mentoring Minds)
Tier 1 is the core, general education curriculum where universal screenings are administered to
identify students struggling academically and/or behaviorally. Tier 1 students receive universal
interventions if they are not responding sufficiently to core instruction. The majority of students (8090%) typically remain within Tier 1.
Learning Environment
 Create a positive climate where standards are high and students feel valued
 Create a well-organized room that encourages learning
 Design the layout of the classroom to facilitate student movement
 Arrange the furniture to allow the teacher quick access to all students
 Allow informal seating
 Teach and practice housekeeping procedures (classroom procedures,
homework guidelines, disposal of trash, sharpening pencils)
 Allow kinesthetic learners to work while moving about
 Minimize auditory distracters (earphones, ear plugs)
 Remove unnecessary visual distracters
 Use low and high level lighting
 Alternate passive and active learning activities
 Use music to calm, relax or signal a change in activity
 Provide study carrels
Redirection
 Intervene at the first sign of a student losing control
 Hold a private conversation to address misbehavior
 Use a soft, soothing voice
 Say the student’s name to discreetly redirect
 Use a prearranged signal to gain attention or signal unacceptable behavior
 Use verbal and nonverbal cues
 Allow time to refocus and gain self-control
 Assign a task for redirection
 Monitor and provide feedback for compliance of redirection
 Move around the room during instruction and independent work
 Use relaxation and visual imagery exercises (deep breathing, cross-lateral
exercises)
 Teach positive self-talk
 Model and practice Give Me Ten (count forward or backward to ten)
 Include a cool down area in the classroom
 Use physical activities to relieve stress
Challenging Behaviors
 Teach and reinforce social skills through role play
 Motivate with positive reinforcement
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Deal with misbehaviors promptly, fairly, consistently and equitably
Refuse to threaten, plead or engage in an argument/power struggle
Use specific information so students know the expected behavior
Provide wait-time for students to comply
Avoid judgmental comments
Prevent triggers that lead to misbehavior
Reinforce improvements in behavior with praise and encouragement
Avoid emotional reactions by having planned responses
Train student to self-monitor by teaching self-questioning strategies (What
am I doing? How does it affect others? What should I do differently?)
State expectations succinctly
Time management
 Initiate school-wide strategies for time management
 Practice basic strategies to develop routines
 Teach students to keep workplace organized
 Model the use of management tools (daily planners, assignment sheets)
 Prioritize each task (complete the most difficult task first)
 Break a large task into smaller tasks or steps
 Use a timer to keep students on task
 Model and practice crossing off items on a Things to do list
 Use positive reinforcement to recognize completion of tasks
 Provide daily warm-ups
 Reduce downtime between activities
 Allow time for reorganization and preparation for the next activity
 Post a daily schedule
 Use specific verbal reminders
 Reward successes
Giving Directions
 Gain the attention of all students prior to giving directions
 Use a signal to gain attention (clapping pattern, raised hand)
 Face students and maintain eye to eye contact
 Tell exactly what actions students are to take
 Limit choices and specify boundaries
 Give one direction at a time
 Have students repeat directions to check for their understanding
 Provide written directions with illustrations to promote retention
 Teach procedures to follow when assignments are complete
 Give praise and positive feedback for following directions
 Use non-disruptive techniques (eye contact, close proximity, prearranged
signal)
 Follow through with a mild consequence for non-compliance
 Assign students peer partners
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Transitions
 Arrange the classroom to facilitate smooth transitions
 Organize materials for quick and easy access
 Have specific locations for materials and completed tasks
 Reduce downtime between activities or classes
 Teach, model and practice appropriate behaviors for outside and inside
classroom
 Review and refer to a posted schedule
 Prepare students in advance for changes in routines or schedules
 Use signals and verbal cues to alert students to transitions
 Set timer to allow students to finish and prepare for the following activity
 Eliminate disruptions between activities through careful planning
 Circulate and provide verbal feedback
 Praise students for smooth transitions
 Assign peer helpers.
Guidelines for Teaching Skills:
Planning for and teaching a skill involves a carefully thought-out procedure and a
structured process. The purpose is to teach a skill and have students learn and do
the skill with ease and confidence. Teaching is not about telling, but about helping
students learn. The following steps offer an approach for skills instruction:
 Engage the students by peaking their interests.
 Briefly explain the skill and create an appreciation of value for learning the
skill
 Break the skill into smaller, simpler steps.
 Demonstrate or model the skills slowly and clearly to help students gain
confidence in their abilities to acquire the skill.
 Allow students to practice the skill while coaching and guiding them. This
helps prepare students to use the skill in actual situations.
 Provide positive feedback and reinforcement to help students feel successful
about the learning and themselves.
 Correct any misunderstandings immediately and tactfully.
 Combine the steps so that the entire skills are developed to the desired
proficiency level.
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Tier 2 Behavior Interventions/ Accommodations
(Taken from Mentoring Minds)
Students who continue to exhibit social problems after receiving Tier-1 universal interventions,
which have proven successful with the majority of students, are identified as needing Tier-2
interventions. Screening measures must be in place to identify these students. Office discipline
referrals may be used as an additional identification measure. Student data determines the focus of
the interventions. Tier-2 interventions should be easy to administer in small groups and should
require limited time and staff involvement.
Challenging Behaviors:
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Increase positive reinforcement for appropriate behaviors
Have counselor work with the student
Work collaboratively to set realistic goals
Group students with common needs
Have counselor work with small groups to teach social skills
Share literature to reinforce small group sessions
Teach, model and practice a problem-solving strategy: identify problem,
brainstorm solutions, evaluate pros and cons, select strategy, monitor
effectiveness, and adjust as needed.
Have student log misbehavior in a personal journal and conference to
improve choices
Role play situations and discuss appropriate behavior
Avoid “why” questions, use “what” questions
Use “if/then” statements
Remove student from the situation
Discipline Procedures:
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Establish a relationship of trust
Review school and classroom discipline plans for student compliance
Identify root causes for misbehavior
Direct positive attention toward desired behaviors
Affirm student’s feelings
Avoid nagging, scolding and threatening remarks
State firmly when a behavior is unacceptable, explain expectations, and
establish boundaries
Involve student in developing a behavior contract
Maintain progress report
Set time frame for monitoring progress, reviewing data, and adjusting the
plan
Have students identify adults whom they trust and use them for support
Follow campus and classroom plans for disciplinary actions
Use “I” messages
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August 2014
16

Maintain parent communication
Consequences:
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Plan a hierarchy of consequences to address misbehaviors
Inform students of corrective consequences
Have student reflect on behavior and state what action will be different in the
future
Use verbal reprimand
Use cue-cards posted on desk for self-monitoring
Set limits that reduce the student choices
Remove a privilege or preferred activity
Issue a direct command
Remove student from the group temporarily, but keep in the classroom
Assign cool down time
Hold teacher/student conference
Consult counselor, administrator, parents about persistent misbehavior
Follow campus and classroom plans for corrective actions
Carry out consequences as stated
Transitions:
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Increase supervision during transitions
Use data to analyze problem areas
Identify and review expectations that are in noncompliance
Teach, model and practice appropriate behaviors
Develop a plan or strategy for student implementation
Provide direct guidance and prompting
Use self-monitoring strategies
Assign peer support
Monitor and provide direct feedback for independent functioning
Avoid global comments
Reduce downtime between activities
Review and refer to a daily schedule provided to student
Inform student of changes in routine
Use signals and verbal cues to alert individual student to transitions
Set timer to help individuals or groups complete a task and prepare for the
next
Learning Environment:

Analyze class environment for calmness, acceptance, emotional stability,
humor and security
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17
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Create a positive small group-group climate where students fee valued and
safe
Provide a small-group format that motivates and encourages learning
Use a small-group setting to teacher social skills that target desired
behaviors
Seat positive role models in close proximity to the student exhibiting
misbehavior
Provide study carrels to eliminate distractions
Assign specialized seating areas
Re-teach and practice procedures that are creating problems
Permit mobility among learners
Make physical changes to address student needs
Alternate passive and active activities
Use music (with earphones) to calm or relax a student
Redirection:
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Guide students to recognize problem situations and actions to take
Repeat directions quietly to a noncompliant student
Intervene at the first sign of a student losing control
Have student take a supervised walk to regain control
Talk privately and calmly when addressing misbehavior
Use “I” Messages
Use prearranged, nonverbal signals to stop inappropriate actions and get
student back on task
 Give student a timer to refocus and gain self-control
 Monitor and provide individual feedback for compliance
 Stand in close proximity when redirecting
 Identify and use specific relaxation techniques
 Use “when/then” statements
 Allow the use of stress relievers to maintain attention
Implementation Steps:
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Administer evidenced-based interventions to small groups of students.
Use different types of rating scales to monitor the progress of interventions.
Increase supervision and monitoring of expected behavior.
Provide small-group counseling sessions.
Provide small-group, pullout social skills sessions led by the counselor.
Apply the skills from counselor sessions in the classroom setting.
Teach expectations of group behavior thoroughly: explain, model,
demonstrate, role-play, and practice.
Establish clearly defined daily social skills goals.
Reinforce social skills goals in the classroom setting.
Seek additional services after Tier-2 interventions have been implemented.
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Additional Tier 2 Evidence-Based Interventions
Behavioral Contracting
The behavior contract is a simple positive-reinforcement intervention that is widely
used by teachers to change student behavior. The behavior contract spells out in
detail the expectations of student and teacher (and sometimes parents) in carrying
out the intervention plan, making it a useful planning document. Also, because the
student usually has input into the conditions that are established within the contract
for earning rewards, the student is more likely to be motivated to abide by the terms
of the behavior contract than if those terms had been imposed by someone else.
More information at www.interventioncentral.org
Self-monitoring
Self-monitoring is an intervention designed to have the student systematically
reflect on his/her behavior through the day. Students should self-reflect during
natural breaks, e.g., between classes, transitions between activities, lunch and recess,
etc. Self-monitoring works because:
 Students with emotional/behavioral issues often have deficits in selfmanagement
 It enhances self-awareness and self-determination
 Students self-evaluate and reflect on whether they have been engaging in
appropriate, expected behaviors
 Reinforces student for appropriate behaviors, which allows them to make the
connection between appropriate behavior and positive outcomes
A candidate for a self-monitoring intervention would be a student with:
 Behavior excesses (e.g., disruptive behavior, off-task behaviors, aggression,
talking out)
 Behavior deficits (e.g., significant alone time, lack of class participation)
 Students whose problem behaviors occur with a certain degree of regularity.
Systematic school-home note system
The School-home note system is a method for establishing school-home-student
collaboration to address targeted behaviors. It involves two-way communication
regarding the student’s performance and promotes teaming between the parent and
school. It encourages the parents to deliver specified consequences contingent upon
student performance in school. It also provides the opportunity for parents to share
psychosocial stressors that may be impacting the student’s behavior.
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19
Mentor based Support (Check In/Check Out)
Features of the Check In/Check Out System:
 Students identified and receive support within a week
 Check in and check out daily with an adult at school
 Regular feedback and reinforcement from teachers
 Family component
 Daily performance data used to evaluate progress
The CICO system works because it improves structure by providing prompts
through the day for correct behavior, it provides a system for linking a student with
at least one positive adult (mentor) and the student chooses to participate. The
student is “set up for success”
 The first contact each morning is positive
 “Blow out” days are pre-empted
 First contact each class period (or activity period) is positive and sets up
successful behavioral momentum.
The system increases contingent feedback because the feedback occurs more often,
feedback is tied to student behavior and inappropriate behavior is less likely to be
ignored or rewarded.
Ask the District Behavior Specialist for the CICO Manual if you have not received one.
There is an Integrity/Fidelity Checklist for Check In/Check Out that will need to be
included in the Red Folder.
Differential reinforcement
Differential reinforcement is the process by which the frequency of a desirable
behavior is increased while the undesirable alternative behaviors are eliminated.
Differential reinforcement is used when the desired behavior already occurs
occasionally and when there is an available reinforcer.
The first step to differential reinforcement is to define exactly what the target
behavior is, and also to define the undesirable competing behavior. For example, if
little Johnny watches TV three times as much as he studies, the target behavior
would be studying, and the undesirable behavior would be watching TV.
The next step is to collect baseline data. Baseline is the period of time before
treatment is implemented. The baseline serves as an indication of whether or not
treatment is successful. So with Johnny, someone would record and graph the
amount of time spent studying and watching TV each day.
Next, a reinforcer must be chosen, an item that the individual is willing to work for.
Examples of reinforcers are consumable items, social reinforcers (praise), tangible
items, etc. For example, Johnny could be reinforced with M & M's. Practicality must
RtI Behavior Process
August 2014
20
also be taken into account, if Johnny loves chocolate but is on a diet, then perhaps
video games could be given as reinforcement.
Every time that the desirable behavior is demonstrated it must be immediately
reinforced. So for every ten minutes that Johnny studies, he should immediately be
given a couple of M & M's. If too much time elapses before the subject is reinforced,
the target behavior will not increase in frequency.
There is inevitably a reinforcer that is present with the undesirable behavior. This
reinforcer must be eliminated. Johnny likes watching TV because his favorite shows
are on it. Johnny's mother puts electronic locks on those channels, and Johnny is no
longer reinforced for watching TV.
Throughout the entire process it is important to record the frequency of both the
desirable and undesirable behavior, so that progress can be tracked. After the
desirable behavior is at the needed level, and the undesirable behavior is virtually
eliminated, treatment can be decreased. In order to maintain the behavior an
intermittent schedule of reinforcement is needed.
Positive peer reporting
Some students thrive on peer attention—and will do whatever they have to in order
to get it. These students may even attempt intentionally to irritate their classmates
in an attempt to be noticed. When students bother others to get attention they often
find themselves socially isolated and without friends. In addition, teachers may
discover that they must surrender valuable instructional time to mediate conflicts
that were triggered by students seeking negative peer attention.
Positive Peer Reporting is a clever class-wide intervention strategy that was
designed to address the socially rejected child who disrupts the class by seeking
negative attention. Classmates earn points toward rewards for praising the problem
student. The intervention appears to work because it gives the rejected student an
incentive to act appropriately for positive attention and also encourages other
students to note the target student’s good behaviors rather than simply focus on
negative actions. Another useful side effect of positive peer reporting is that it gives
all children in the classroom a chance to praise others—a useful skill for them to
master!
For detailed instructions of Positive Peer Reporting visit:
www.interventioncentral.org
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TIER 3 Behavior Interventions/Accommodations
Taken from Mentoring Minds
Tier-3 interventions are provided to individual students who are not successful at Tier- 2. These
interventions are intensive in nature, assessment-based, and address severe behavior problems.
Schools need to carefully match services, time and resources to a student’s specific needs. A
Functional Behavior Assessment may be administered, and/or a behavioral or mental health rating
scale may be completed. If Tier 3 interventions are warranted, a Behavior Improvement Plan is
developed, based on the results of the assessment.
Learning Environment:
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Design a productive workspace for struggling student
Establish a climate where the student feels valued
Stress effort and enjoyment rather than competition
Use a small group format (1:2; 1:1) to teach social skills
Surround student with positive role models
Use study carrels to eliminate visual/auditory distractions
Assign specialized seating away from high traffic areas, window, noisy
groups, etc.
Use music (with earphones) to calm or relax student
Give student frequent opportunities to move about
Permit non-traditional seating
Alternate passive and active activities
Teach coping skills
Eliminate obstacles that trigger disruptions
Provide clear expectations during unstructured times/activities
Analysis of Behaviors:
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Analyze possible causes of misbehavior: what was the behavior the student
displayed? What should the student have been doing: What occurred prior to
the behavior: When did the behavior occur? Is there an observable pattern?
Administer an FBA and/or behavior rating scale
Use other data collection methods for persistent or severe misbehavior
Compare and discuss daily the discrepancies in teacher and student ratings
of the same behaviors
Involve teachers, parent, counselor, or behavior specialist
Review documentation of progress toward goals
Require student to think aloud the steps used to solve a problem
Have student verbalize understanding of expectations
Challenging Behaviors:

Provide regularly scheduled 1 on 1 counseling
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Collaborate with other support specialists
Share literature or resources that target individual misbehavior
Eliminate triggers relating to misbehavior
Use a problem-solving strategy when conferencing: identify problem,
brainstorm solutions, evaluate pros and cons, select strategy, monitor, and
adjust
Have student log misbehaviors and hold an evaluation conference
Role play and discuss misbehavior scenarios
Increase positive reinforcement and feedback of appropriate behaviors
Use a specialized district or community based program
Avoid arguing with or publicly reprimanding a confrontational student
Assign a mentor
Response to Behaviors:
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Use a structured process to investigate: listen, ask open and clarifying
questions, and restate what was said
Delay discussion until neither student nor teacher is angry
Avoid embarrassing or humiliating a student
Avoid “why” questions, use “what” questions
Remove student from the situations
Offer choice (“You have a choice. You may ____ or _____.”)
Use diffusing statements (I can see you are angry. I need you to use words to
solve the problem”. Or “Rest for a few minutes, and then we will talk.”)
Remain calm and refrain from engaging in a power struggle
Use nonjudgmental comments
Display positive nonverbal gestures
Keep verbal responses brief
Discipline Procedures:
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Develop a Behavior Improvement Plan or contract
Provide corrective interventions including the use of proximity, quiet
redirection, private nonverbal cues, verbal reminders, directives, and/or
repeated practice
State expectations firmly when behavior is unacceptable
Evaluate compliance to behavior plan
Provide frequent feedback
Revise the behavior plan if behavior outbursts or negative reactions increase
Maintain a daily progress report
Assign significant others for support
Maintain parent communication
Report serious infractions to administrator
RtI Behavior Process
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23
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Remove student from area when out of control and behavior poses a serious
threat
Follow campus and district guidelines
Consider other district options
Consequences:
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Follow a hierarchy of consequences
Check for understanding of corrective consequences
Balance the use of consequences with positive reinforcement
Carry out consequences as stated
Dignify student’s feelings and self worth
Give student two choices and a reasonable time (5-15 seconds) to comply
(“you may ____or ____ or lose ______. It is your choice.”)
Use personalized cue cards for self-monitoring
Remove a privilege
Issue a direct command
Avoid issuing directives when the student is upset
Remove student from group temporarily, yet remain in classroom
Assign cool down time
Hold teacher, student and parent conference
Involve counselor, administrator or specialists
Follow classroom, campus and district guidelines
Implementation Steps:
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Administer a Functional Behavior Assessment and/or behavior or mental
health rating scale to determine events that predict and maintain problem
behavior.
Determine the root cause of the behavior problem (e.g. hunger, illness, family,
academic difficulty).
Involve the student in developing a behavior plan that includes more intense
techniques, is closely monitored and is meaningful and motivating to the
student.
Provide individualized counseling
Provided individualized social skills instruction.
Have a mentor or coach meet at the beginning and end of the day with a
student who is receiving interventions to review goals, monitor progress
toward reaching those goals, and provide reinforcement and encouragement.
Rate behavior performance after major activities for elementary students
and at the end of each period for secondary students.
Give students a daily report card that identifies the school’s social
expectations and establishes clearly defined daily social skills goals.
RtI Behavior Process
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24

Have defiant students maintain a daily log of successes and accomplishments
to track improvement.
On- Line Resources for Behavioral Interventions
General:
www.interventioncentral.com
www.pbis.org
www.directbehaviorratings.com/cms/
www.pbisworld.com
Social Skills:
www.cccoe.net/social/skillslist.htm
pbiscompendium.ssd.k12mo.us/ResourcesSchools/SSD/SocialSkills/activit
i.htm
Attention Deficit Disorder:
www.addinschool.com/
RtI Behavior Process
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Data Collection Resource
Scatterplotting is the easiest and most efficient way to collect data on the observable
behavior that an intervention is targeting. The teacher will choose a time period
during the day to monitor the child’s behavior. The Teacher will put a tally mark for
every time he/she observes the behavior. A blank scatterplot is attached for your
use on page 28 of this manual.
Example:
Scatterplot
Student: _Sally______________________________Grade:__3rd School: Apple Grove Elem.
Date(s): 9/20/11 – 9/24/2011__ Observer: Mrs. Great Teacher
Behavior of Concern: Putting her hands and feet on others
Additional relevant information:___________________________________________________________
_________________________________________________________________________________________________
Code Used (if any): Tally marks used for each instance_ _________________________________
Setting or
Times of
Day/Date
Day/Date
Day/Date
Day/Date
Class
Intervals
9/20/2011 9/21/2011 9/22/2011 9/23/2011
Writer’s
Workshop
8:00 –
8:45
////
///
/
////
//
Total
Times
Observed
15
Math
11:00 –
11:30
1:00 – 1:30
/////
//
///
//
/
13
/
/
Reading
Day/Date
9/24/2011
2
Observation Notes
(E.g., specific circumstances under which the behavior occurred, particular antecedents that triggered the
behavior, times/conditions during which the behavior does not occur, patterns observed, etc.)
______Sally’s behaviors appear to be primarily before lunchtime. ____
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26
Graphing the data:
An easy source to graph the data collected is a free resource through
www.interventioncentral.com called Chart Dog. An example is given below based
on Sally’s data on page 25.
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Scatterplot
Student: __________________________________Grade:______ School:______________________________
Date(s):__________________________________ Observer:_________________________________________
Behavior of Concern:________________________________________________________________________
________________________________________________________________________________________________
Additional relevant information:___________________________________________________________
_________________________________________________________________________________________________
Code Used (if any): Tally marks used for each instance_ _________________________________
Setting
Times of Day/Date Day/Date Day/Date Day/Date Day/Date Total
or Class Intervals ___________ ___________ ___________ ___________ ___________ Times
Observed
Observation Notes
(e.g., specific circumstances under which the behavior occurred, particular antecedents that
triggered the behavior, times/conditions during which the behavior does not occur,
patterns observed, etc.)
_________________________________________________________________________________________________________
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ABC Recording Form
Observer: __________________
Student: __________________
Setting (e.g., class #, gym, playground): ______________________
Date: ____________________
**Observe 4 times per day for 10 days. Be sure to record the time and subject
#
Time:
Activity/Task
Antecedent
Large group instruction
Small group work
Independent work
Unstructured time
Specify:
Given instruction
Given correction
Alone (no attention/no activities)
With Peers
Engaged in preferred activity
Preferred activity removed
Transition: Change in activity
Other/Notes:
Adult Attention Provided
Peer Attention Provided
Got Preferred Activity/Item
Got Sensation ____________
Adult Attention Avoided
Peer Attention Avoided
Task/Activity Avoided
Sensation Avoided ___________
Other/Notes:
Large group instruction
Small group work
Independent work
Unstructured time
Specify:
Given instruction
Given correction
Alone (no attention/no activities)
With Peers
Engaged in preferred activity
Preferred activity removed
Transition: Change in activity
Other/Notes:
Adult Attention Provided
Peer Attention Provided
Got Preferred Activity/Item
Got Sensation ____________
Adult Attention Avoided
Peer Attention Avoided
Task/Activity Avoided
Sensation Avoided ___________
Other/Notes:
Large group instruction
Small group work
Independent work
Unstructured time
Specify:
Given instruction
Given correction
Alone (no attention/no activities)
With Peers
Engaged in preferred activity
Preferred activity removed
Transition: Change in activity
Other/Notes:
Adult Attention Provided
Peer Attention Provided
Got Preferred Activity/Item
Got Sensation ____________
Adult Attention Avoided
Peer Attention Avoided
Task/Activity Avoided
Sensation Avoided ___________
Other/Notes:
Large group instruction
Small group work
Independent work
Unstructured time
Specify:
Given instruction
Given correction
Alone (no attention/no activities)
With Peers
Engaged in preferred activity
Preferred activity removed
Transition: Change in activity
Other/Notes:
Adult Attention Provided
Peer Attention Provided
Got Preferred Activity/Item
Got Sensation ____________
Adult Attention Avoided
Peer Attention Avoided
Task/Activity Avoided
Sensation Avoided ___________
Other/Notes:
RtI Behavior Process
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Behavior
Outcome/Consequence
29
BEHAVIOR INTERVENTION PLAN
Student Information
Name:
Date:
School:
Grade/Teacher:
BIP Written By:
Problem Behavior:
Description of student’s
behavior, including a
description of the setting in
which problem behaviors occur.
Description of Behavior:
Description of Setting(s):
Replacement Behavior:
What would we like for the
student to do?
Method of Teaching
Replacement Behavior and By
Whom? How will the desired
behavior be taught? Who will
teach it?
Interventions, and Who is
Responsible for Them:
Classroom Accommodations:
Interventions and Who is Responsible for
Them:
o Individual Counseling
_________________________
o Group Counseling
_________________________
o CI/CO
_________________________
o Behavior Contract
_________________________
o
o
o
o
o
o
o
o
o
o
o
Preferential Seating
Redirection
Use of imer or visual aid
Use of fidget
Peer Mentor
Proximity Control
Provide alternative choices
Modify Assignments
Provide High Structured Setting
Other ______________________
Other ______________________
o
o
o
o
o
o
o
o
o
o
o
o
o
Check and Connect
____________________________
Social Skills training
____________________________
Lunch Bunch
____________________________
Other_______________________
____________________________
Break assignments into manageable
parts
Movement Breaks
Frequent Positive Feedback
Clear, Concise Directions
Review Rules and Expectations often
Avoid Power Struggles
Specifically Define Limits
Other ________________________
Other________________________
Positive Consequences for
Appropriate Behavior:
Method of Progress
Monitoring:
RtI Behavior Process
August 2014
o
o
o
o
Daily Behavior Report Card
Punch Card
Sticker Chart
Scatterplot
30
o
Other: ____________________________
Additional Comments
___________________________________
Teacher
___________________________________
Teacher
___________________________________
Teacher
___________________________________
Counselor
___________________________________
Principal
___________________________________
Other
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