October 16 th – 18 th , 2012
www.emergenttree.com
Stacy B. Morgan, M.S. stacy@emergenttree.com
Mae Coffman, M.S. mae@emergenttree.com
© 2012 Emergent Tree Education, Inc.

Identify areas of need
Create common knowledge
Identify staff responsible for implementation and maintenance
Make a visual model
Develop plan for professional learning
Identify data tools for decision-making
Measure implementation progress
Celebrate successes
Annual review and revise plan
© 2012 Emergent Tree Education, Inc.

School-Wide (Tier One)
System or Process
Administration understands and supports the RtI Behavior philosophy and the need for a system of interventions
Campus staff understands and supports the RtI philosophy and the need for a system of interventions
Staff development has been provided to all teachers and administrators on the Science of
Behavior. This training is part of new teacher orientation for new hires to the district
Campus staff are trained in the campus Positive Behavior School-Wide Systems (PBIS) at the beginning of every year
Campus PBIS team is developed and maintained year-to-year
Campus SST team is developed and maintained year-to-year
There is an established student referral process for the SST
Campus staff are trained in the campus problem-solving process for individual students at the beginning of every year
Targeted Interventions (Tier Two)
System or Process
SST team meets regularly to determine the need for targeted interventions, evaluate progress on interventions, and recommend movement for students up or down the tiers of intervention
Training is provided to campus administrators & SST leaders on targeted interventions
Training is provided to whole campus staff on targeted interventions and a group of “experts” exists on the campus to support teachers in the implementation of Tier 2 interventions
Students receiving interventions are progress-monitored on a regular basis
Individualized Interventions (Tier Three)
System or Process
Criteria for entry & exit into Solid ROOTS program is established and plans for transition between campuses is created
Behavior teachers and paraprofessionals have been trained in the Solid ROOTS framework
The Solid ROOTS framework is implemented with fidelity (Quality Indicators are at the
Developing and Mastery stages)
Students receiving interventions through Solid ROOTS are progress-monitored on a daily basis
Special Education Specific
System or Process
Functional Behavioral Analysis (FBA) process identifies the function of student behavior
Behavior Intervention Plan (BIP) is composed of function-based interventions (antecedent and consequence)
BIP is progress monitored on a daily basis
Behavior teachers and paraprofessionals (and necessary administrators or crisis team members) are trained in crisis management de-escalation techniques and methods for restraint
Status Date
Status Date
Status Date
Status Date
© 2012 Emergent Tree Education, Inc.

Daily Behavior Report
Card based on BIP goals
Daily Social Skills
Solid ROOTS Behavior
Framework and
Interventions e – DBRC progress monitoring system
ABC Data
Daily Behavior Report Card
based on school-wide expectations
Focused small-group Social Skills
(weekly) e – DBRC progress monitoring systems
Expectations
Universal Screener
School-wide expectations
School-wide reward system
School-wide responses to behavior violations
School-wide social skills
CHAMPs – classroom management
Capturing Kids Hearts – relationship building
SWIS discipline management system
Expectations Universal
Screener
Triangle: Research based tiered interventions
Box: Decision–Making Data Systems
Bold: Tier Evaluation Data Systems
© 2012 Emergent Tree Education, Inc.

Behavior Cohorts will be held throughout the year to provide training and cross-campus collaboration for all areas of RtI Behavior. Please discuss with your PBIS team, PSST team and campus administration to determine who is most appropriate to attend these trainings.
Cohort Date
September 25
* th
November 13 th
Location
Room A, B, & C
CEC
Boardroom
Central Administration
Topic
***
Aligned Response to Behavior Violations,
Classroom Management,
School-wide Screener
Characteristics of a Well-Functioning Team,
Using your Data for Decision-Making
(RAMP, Screener and ODRs)
Assessment Tools,
Available Interventions,
Documentation and Data
Targeted Audience
PBIS Team Members
PBIS Team Members
PSST Team Members
February 19 th
Boardroom
Central Administration
Tier 2 – DBRC,
Behavior Referrals to Special Education
PSST Team Members
April 16 th
Boardroom
Central Administration
Action-Planning around the SET,
Campus surveys,
PBiS Handbook Review
PBIS Team Members
*All cohorts are held on Saturdays from 8:00 – 1:00 with no breaks and no lunch. (please take care of your own needs in this area)
** Cohort topics are subject to change based on participant feedback and district need.
© 2012 Emergent Tree Education, Inc.

Behavior Coach staff will:

Schedule visits to campus at least once per month

Schedule meeting with campus administrator at least twice per semester

Facilitate and support campus PBIS teams in creating school-wide systems of RtI Behavior

Build capacity of campus staff by training campuses in behavioral skills and systems at Tier 1 & 2, such as but not limited to: PBIS, CHAMPs, e-DBRC, etc

Conduct observations/data collection on campus systems, such as common areas, school-wide reinforcement,
CHAMPs, etc.

Conduct School-Wide Evaluation Tool (SET) and Checklist for Individual student systems (CISS)annually for campuses as assigned

Participate consistently in Behavior Coach team meetings and behavior team meetings in order to communicate and collaborate with district staff about program ideas, concerns, campus progress, and other information necessary for continual improvement

Establish and maintain effective communication with teachers, administrators, and district personnel
Campus Administrator will:

Participate as an active member of the RTI Behavior effort by regularly attending PBIS meetings

Meet with Behavior Coaches a minimum of twice per semester

Ensure a team people representative of the entire staff on campus to develop and implement and monitor school-wide systems of behavior support

Lead the effort to secure staff buy-in for RTI behavior systems and interventions; help staff understand that it is not a new initiative but a continuation of the overall RTI philosophy

Provide time during faculty meetings as necessary for team to present progress updates to the entire staff and secure campus consensus

Ensure school-wide behavioral data is presented to staff to develop understanding of need for continual improvement in RtI behavior efforts

Send team member to district PBIS cohort meetings to bring back current research-based information about RtI behavior and gain ideas from other campuses’ implementation successes and pit falls
PBIS Team will:

Meet at least monthly to discuss campus RtI behavioral systems

Collaborate with behavior coaches to improve team functioning and campus systems

Summarize and analyze discipline data to make information decisions to monitor effectiveness

Develop an annual action plan for continuous improvement in RtI behavioral systems.

Develop and update annually a handbook on campus-specific RtI behavioral systems and processes

Consider sending 2 members from PBIS to to attend district PBIS cohort meetings to bring back current research-based information about RtI behavior and gain ideas from other campuses’ implementation successes and pit falls

Assist administrator in securing campus buy-in for RTI behavior systems
Administrators Signature _____________________________ Date _______________
Behavior Coach Signature ______________________________ Date _________________
© 2012 Emergent Tree Education, Inc.