CEC/TED National Conference
November 4-7, 2015
Phoenix, AZ
Prospective Plan for Strength-Based RTI Implementation
Including Social, Emotional, and Behavioral Domains
Presentation by Yocom, D.J., DeBruyn, K., and Cho, J.
Abstract
The Response to Intervention (RTI) model is being implemented in a variety of ways in
elementary schools across the country. In this article, the author explores findings
pertaining to expanding the use of the RTI model from primarily use with academic
interventions, to use with social, emotional, and behavioral interventions using a strengthbased approach. The purpose of this article is fourfold: 1) exploring how the RTI framework
has been implemented school-wide in elementary school settings, 2) identifying examples of
how the RTI framework can be adapted to include the social, emotional, and behavioral
domains of the students, 3) investigating how a school-wide, strength-based approach can
be meaningfully and strategically incorporated into elementary schools utilizing the RTI
framework; and 4) examining the current use of a school-wide strength-based approach in
Alta Vista Elementary School in Cheyenne, Wyoming, and discusses a possible new
approach to utilizing the RTI Model to meet the diverse social, emotional, and behavioral
needs of students in this elementary school setting.
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CEC/TED National Conference
November 4-7, 2015
Phoenix, AZ
Prospective Plan for Strength-Based RTI Implementation
Including Social, Emotional, and Behavioral Domains
Phase 1 (2013-2014)
Train staff on the use of the RTI model in the school. Review and evaluate existing
practices. Implement RTI model for academic subjects of Reading, Writing, and Math.
Incorporate school-wide strengths-based approach and Positive Behavioral Interventions
and Supports (PBIS) model. Clarify RTI process for all staff members, students, and
families.
Phase 2 (2014-2015)
Focus on strengthening interventions in Tiers 1, 2, and 3 of RTI model through staff
development for core instruction and intensive interventions. Streamline and clarify RTI
process for all staff members, students, and families. Continue to utilize and reinforce
strengths-based approach and PBIS school-wide.
Phase 3 (2015-2016)
Train staff and implement Social-Emotional-Behavioral (SEB) section to the existing schoolwide RTI model. Continue to improve and refine the process for this piece of the RTI model
throughout the year. Continue to utilize and reinforce strengths-based approach and PBIS
school-wide. Clarify RTI process for all staff members, students, and families.
Phase 4 (2016-2017)
Additional staff development for components of RTI model, strengths-based approach, and
PBIS model. Improve and refine RTI process in all domains. Continue to utilize and
reinforce strengths-based approach and PBIS school-wide. Clarify RTI process for all staff
members, students, and families.
Phase 5 (2017-2018)
Continue staff development opportunities for components of RTI model, strengths-based
approach, and PBIS model. Improve and refine RTI process in all domains. Continue to
utilize and reinforce the strengths-based approach and PBIS school-wide. Clarify RTI
process for all staff members, students, and families. Begin process of becoming a
training/lab school for staff from other schools that wish to implement, refine, or emulate
Alta Vista RTI model in practice.
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