RTI Plan LKSD Behavior
Grades K – 12
TIER I
Decision Rule
Instructional Focus
Instructional Materials
Time
Grouping & Delivery
Assessment
1. Student’s behavior
is annoying to the
point of interfering
with his/her learning
or the learning of
others in close
proximity and/or
mildly disruptive with
a low frequency of
incidence
Written classroom
management plan that
follows the CHAMPS
model and is consistently
implemented (90% or
better)
CHAMPS book
On-going
Whole-class, small group
and bilingual pairs in a
general education setting.
Observations
2. Behavior is NOT
self-regulating
3. Data has been
collected that shows a
pattern of behavior
and gives a baseline
Management Plan
Posted Procedures and
Expectations
Discipline logs
ROI observation
forms
TOT observation
forms
PBIS plan that is
explicitly taught and
consistently
implemented (90% or
better)
Teaching of Pro-Social
behaviors
Parent contact
log
Classroom economy or
reinforcement plan
PBIS data
ABC observation
Second Step
Interest
Inventory
20 minutes
3x weekly
Grades
Social Stories
4. Any academic
concerns are being
addressed according
to the LKSD RTI matrix
5. Contact with parent
or guardian has been
consistently made and
documented
Teaching of desired
behaviors
Pre-referral Intervention
Manual (PRIM)
Behavioral Response to
Intervention (Sprick)
5 minutes
daily
1:1 with general education
teacher
Percentage of
assignment
completion
RTI Plan LKSD Behavior
Grades K – 12
TIER II
Decision Rule
1. Student’s behavior is
disruptive to the point
of interfering with
his/her learning and
the learning of the
majority of the class
2. Behavior intensity,
duration and frequency
can be classified as mild
to moderate
3. All areas of
Instructional Focus
from Tier I are in place,
consistently used (90%
or better) and
documented
4. Any academic
concerns are being
addressed according to
the LKSD RTI matrix
5. Contact with parent
or guardian has been
consistently made and
documented
6. Tier II RTI meeting
held and behavior
contract developed
Instructional Focus
Instructional Materials
Time
Grouping & Delivery
Assessment
Behavior contract
10 minutes
2x daily
Student Observational Data
Outside of general
education classroom in a
1:1 or small group setting
through the use of ‘checkin, check-out’ procedure
Observations
Self-management
strategies explicitly
taught, modeled and
practiced
Replacement behavior
explicitly taught,
modeled, and
practiced
CHAMPS book
Utilize Social worker as
much as possible
Attendance/Suspension
Pre-referral Intervention
Manual (PRIM)
Discipline logs
Grades
TOT observation forms
Desired behavior
explicitly taught,
modeled, and
practiced
Social skills
instruction explicitly
taught, modeled, and
practiced
Self-monitoring
strategies explicitly
taught, modeled and
practiced
Social Work
Component
Behavioral Response to
Intervention
Research – Based
Behavioral Strategies for
Individual Students
Parent contact log
PBIS data
ABC observation forms
Second Step
Social Stories
Percentage of
assignments
completion
Check in – Check out
data
RTI Plan LKSD Behavior
Grades K – 12
TIER III
Decision Rule
Instructional Focus
Instructional Materials
1. Student’s behavior is
severely disruptive
(and/or)
Self-management
strategies explicitly
taught, modeled and
practiced
Behavior contract
2. Frequency, intensity and
duration of behavior can be
classified as severe
(and/or)
3. Student exhibits
behaviors that are
dangerous to him/herself
and/or others.
4. All areas of Instructional
Focus from Tier I and II are
in place, consistently used
(90% or better) and
documented
5. Any academic concerns
are being addressed
according to the LKSD RTI
matrix
6. Contact with parent or
guardian has been
consistently made and
documented
7. Tier III RTI meeting held
and behavior contract
developed/revised,
individual discipline plan
developed and…
8. Crisis Management Plan
is in place and all parties
trained
Replacement behavior
explicitly taught,
modeled, and practiced
Desired behavior
explicitly taught,
modeled, and practiced
Social skills instruction
explicitly taught,
modeled, and practiced
Self-monitoring
strategies explicitly
taught, modeled and
practiced
Social Work Component
Individual Discipline
Plan is explicitly taught
to student, including
clear criteria for its use
Crisis Management Plan
is explicitly taught to
student, including clear
criteria for its use
Iqua worker/Behavior
Health component
Time
5 minutes 2x
daily AND…
Student Observational Data
Grouping & Delivery
Outside of general
education classroom in a
1:1 or small group setting
through the use of ‘checkin, check-out’ procedure
Assessment
Daily point sheet
Observations
Discipline logs
CHAMPS book
Pre-referral Intervention
Manual (PRIM)
Behavioral Response to
Intervention
30 minutes
daily
Outside of general
education classroom in a
1:1 or small group setting.
The use of direct teaching
of replacement behavior,
desired behavior, social
skills, self-management
skills and self-monitoring
skills
Attendance/Suspension
Grades
TOT observation forms
Parent contact log
Research – Based
Behavioral Strategies for
Individual Students
PBIS data
Second Step
ABC observation forms
Social Stories
Percentage of
assignments
completion
Crisis Management Plan
Individual Discipline Plan
Check in – Check out
data
Classifying Behaviors
ANNOYING
Off-task behaviors that are relatively
quiet and can mostly be ignored
DISRUPTIVE
Disrupting class with behaviors that
others cannot ignore
DANGEROUS
Violence or injury to self or others or a
threat to injure self or others
Tapping pencil
Talking to self
Humming
Daydreaming
Head on desk
Asking for help frequently
Out of seat frequently
Asking to go to bathroom frequently
Social conversation with peers
Chewing gum
Dropping materials on the floor
Not completing assignments
Name calling/teasing
Swearing/Loud voice
Verbally refusal to follow directions
Leaving classroom
Insulting peers or staff
Wandering around room
Engaging peers in negative behavior
Touching peers
Damaging/breaking materials
Stealing/getting into others materials
Crying
Bullying
Kicking
Hitting
Pushing
Threatening
Throwing objects
Leaving building
Pushing furniture
Sexualized touching
Self-injurious
Terms to Know
Baseline
Behavior contract
Check in – Check out
Desired behavior
Individualized Discipline Plan
Pro-social behavior
Replacement behavior
Self-management
Self-monitoring
Self-regulating behavior
Target behavior
The data that shows the occurrence of a target behavior prior to intervention. Must include
frequency, duration and intensity of behavior being observed.
A written plan based on the “if, then” contingency. Utilizes something the student finds as
highly motivating to increase desired behavior and/or decrease target behavior.
An intervention method where the student checks in at the beginning of the day with a
preferred staff member, then again at the end of the day. The check-in time is used to
remind the student of the expectations and desired behavior, set a goal for the day, provide
teaching, modeling and practice of skills identified on the behavior contract and allow the
student time to discuss any outside issues. The checkout time may be used to review and
reflect on the performance of the day, provide reinforcement if appropriate, and help the
student identify a positive thought to end the day.
The behavior that you want to see the student engage in.
A plan that is developed to provide the student temporary support until the replacement
and/or desired behavior is learned. Intended to avoid suspension by providing an option
for the student to remain in school so the intervention has the opportunity to be
implemented consistently.
Behaviors that are necessary for appropriate interactions with others. Includes social skills
of listening, taking turns, sharing, personal space, recognizing social cues, etc.
The behavior used to bridge between the target behavior and the desired behavior. It must
serve the same function as the target behavior and be as easy or easier to perform.
The ability to use coping skills, learning strategies and/or specific interventions for the
purpose of managing ones own behavior BEFORE the behavior occurs.
The ability to use learning strategies and/or specific interventions for the purpose of
evaluating ones own behavior AFTER the behavior occurs.
Behavior that a student uses to help regulate his or her own behavior. Often used by
students with attention difficulties to burn excess energy so they can focus. May include
tapping pencil on a desk, tapping foot, shaking leg, self-talk, vocalizations such as humming
or clicking of the tongue, rocking in desk or chair, or drumming of fingers.
The inappropriate behavior that has been identified for intervention for the purpose of
reducing or extinguishing the behavior.