Benjamin Rush Middle School's Response to Intervention
Behavior Model
Behavioral Response to Intervention at Benjamin Rush Middle School is a process
through which failing/struggling students are identified in order to address individual
needs, combat failure, and instill proper behavior so that the student is able experience
academic success in school despite factors that may hinder the likelihood of that success.
This is done through appropriate screening, active intervention, and quality
documentation and use of data. All efforts are made to make the process (1) practical for
the educator to implement (2) non-disruptive to the educational environment, (3) a wellinformed support group of teachers, parents, and all other pertinent parties for the
academic welfare of the student, and (4) data-driven.
Due to the nature of secondary students and their responses to behavioral interventions in
general, it is often the case that Tier III interventions have to be put into place and then
backed down to Tier II when appropriate, rather than to begin with Tier II interventions
before Tier III. This is due to the need to address secondary behaviors aggressively as
much valuable time may be lost before reaching a level for effectiveness. In the mean
time, many secondary students learn manipulative behavior as they quickly begin seeking
"loop-holes" in the system. Additionally, the time left for the intervention to be
internalized, and thus, successful at the middle school level is limited.
B.R.M.S. Tier Descriptions:
Tier I Supported Through:
Administrative assembly setting behavioral expectations
Agenda book with school rules & organizational instruction/guidance by teachers
Written Classroom rules, posted in each room, taught & guided by each teacher
Cub-up Behavioral Rewards Program (announced, posted, positively-reinforced)
Parent communication on classroom behaviors (phone calls, texts, emails, letters)
Classroom positive reinforcements
Conferencing between teacher and student
Plan between teacher and student for increasing success through positive behavior
Warnings when behavior is impacting academic performance of self or others
Lunch Detention
After-school detention
Study Table Availability
Counseling Services
College and Career Guidance
Tier II Interventions:
Individualized RTI Plan with Identified Accommodations
Assignment sheets
Friday Evening School
Active parental involvement (encouraged & tracked)
Behavior contract
Boys & Girls Club Support available, not forced
Checks on Academic Progress
Long-term lunch detention
In-school suspension
Out-of-School Suspension
Scheduled counseling sessions
Appropriate Tier II Level Interventions from PRIM Resource Manual
Parent conferencing
Preferential Seating
Tier III Interventions:
Administrative Interventions (Discipline ladder, behavior contracts, etc.)
Tier II Interventions that are successful with the student
Tier III Level Interventions from PRIM Resource Manual
Social Service Connections / Outside Agency Support
504 Plan
Special Education
S.E. with Reduced School Day /Alternative Placement /Alternative transportation
Screening for Gaps
Universal Screening for Behavioral RTI - Benjamin Rush Middle School
All students are screened in three ways for the purpose of identifying what students have
behaviors that are hindering academic success at Benjamin Rush Middle School. The
universal screening takes place at the end of the first 9-week grading period.
Additionally, progress-monitoring screeners are given at the end of the first semester, and
again at the end of the 3rd grading period.
Behavior Screen Step #1: Students who have failed ISTEP+ are screened using an "RtI
Identifier" in the attempt to determine who has failed, prior to collecting data to
determine possible causes of failure.
Procedure Step #1: At the end of the first 9-week grading period, the administrator lists
scores in descending order, seeking the list of students who have failed ISTEP+,
eliminating the names of students who are already receiving appropriate interventions
through special education, section 504, or Behavioral RTI (in order to avoid duplication
of services). Data is collected for these students in order to chart academic progress and
weigh the magnitude of failure using the B.R.M.S. RtI Identifier. Students receiving a
rating between 21 and 40 are referred for the Core RTI Committee Review.
Behavior Screen Step #2: The RtI Identifier is used to screen students who have failed
Acuity Testing in the attempt to determine who has failed and whether failure is due to
behaviors that are impeding overall academic success.
Procedure Step #2: The administrator lists Acuity scores in descending order, seeking
the list of students who have failed Acuity, and eliminating the names of students who are
already receiving appropriate interventions through special education, section 504, or RTI
(in order to avoid duplication of services). Data is collected for these students in order to
chart academic progress and weigh the magnitude of failure using the "RtI Identifier".
Students receiving a rating between 21 and 40 are referred for Core RTI Committee
Review.
Behavior Screen Step #3: Students who have failed either language arts or mathematics
and another core class at the end of the first grading period are put through the RtI
identifier in the attempt to determine if failure is due to behavior that is impeding overall
academic success.
Procedure Screen Step #3: Within the week after the first grading period, the
administrator will review student grade reports seeking students who have received the
grade of "F" in language arts, math, or both and/or one additional core class. These
students are plotted on a Core Failure Report after eliminating the students who are
already receiving appropriate interventions through special education, section 504, or RTI
(in order to avoid duplication of services). Data is collected for these students in order to
chart academic progress and weigh the magnitude of failure using the "RtI Identifier".
Students receiving a rating between 21 and 40 are referred for Core RTI Committee
Review.
Following the data collection process, the CFR Behavior Rating Scale is used for the
students who are to be taken to the core committee in order to collect additional data to
be presented to the Extended RTI Committee for review. This will be filled out for each
student by his/her core teachers.
In addition, students who have come to Benjamin Rush Middle School with RtI plans are
screened using the "RtI Identifier" after the first mid-term report.
Extended RTI Committee
The Benjamin Rush Middle School RTI Team is a problem-solving team that
determines RTI placement and selects research-based interventions for the student
according to the child's determined needs. This team includes the school psychologist, a
school administrator, guidance counselor, special education coordinator, the at-risk
counselor, the child's parent, and may include a classroom teacher, school nurse, or other
pertinent personnel dependent upon the type of difficulty that is evident. The PRIM
manual is an available resource for selection of pertinent interventions as needed,
although all interventions do not have to come from that source. The Extended RTI
Team meets monthly to review data on all RTI cases. This team also schedules
conferences to begin the RTI process on an as-needed basis.
Core RTI Team
A building-level or Core RTI team also meets weekly to update cases, consider data,
make individualized adjustment decisions, and to prepare recommendations for the
monthly Extended RtI Team's monthly meetings.
Any student who enters Benjamin Rush Middle School with an RTI plan will be reevaluated at the first progresss period (mid-term of the first nine-weeks). Data will be
collected and presented to the Core RTI Team to determine tier placement.
Some of the Behavioral Areas Addressed through the B.R.M.S. Behavioral RTI Program:
Disorganization
Incompletion of homework
Self-management skills
Adolescent skill management
Interpersonal communication skills
Decision-making and goal setting skills
Responsible personal and social behavior
Respect for differences
Any area affecting school success that is not deviant, intentional, or defiant behavior.
Research-Based Interventions
Interventions selected by teachers and by the RtI teams are research-based interventions.
The school psychologist leads in the role of recommendations of research-based
interventions for the committee to consider. Attention is also given to the PRIM Manual
for interventions that may be recommended. The PRIM Manual and BIP Manual contain
research-based interventions thats teachers may wish to use within their classrooms and
may provide ideas for appropriate interventions. Teachers may also consult with
colleagues, counselors, or school administration for intervention suggestions.
Benjamin Rush Middle School
Possible Accommodations for Student Success
Study partners
Proximity
Relationship development
Re-dos
Drop Grades
Modified assignments
Extended time
Extra credit / bonus points
Completion points
Preferential seating
Co-op learning
Visual Cues
Teaching to learning style
Read tests aloud
Partial credit
Repeating directions frequently
Copies of notes
Choices on projects
Loan supplies
Listen
Positive praise
Scribing
Active involvement
Review in class
Flashcards
Enlarge papers
Check/initial agenda
Student conferences
Reduce work
Visual / hands-on
Graphic organizers
Color coded notes
Retake
Group work
Sit on floor or stay within square
Help after school
Subjective grading for certain students
Participation points
Shorten length
Shadowing
Teacher modeling
Tutoring
Oral answers / tests
Parental Assistance
BOLD - Identified as most successful and easy to implement
Blue - Behavioral Accommodations
Teacher note: Many of the above are techniques that will "take care of themselves" in differentiated
instruction.
Teacher RTI Referral Form
Use the following guiding questions to formulate your statement. Be sure to give
thorough information in the area of concern (academic, behavior) so the team can make
informed decisions regarding interventions. Elaborate on responses, please.
1. Does the student's instructional performance/behavior differ significantly from that of his/her
classmates?
______________________________________________________________________________________
______________________________________________________________________________________
2. Does this concern lessen the possibility of successful learning for the student and for others?
_____________________________________________________________________________________
_____________________________________________________________________________________
3. Is the concern a result of a cultural difference? (including socio-economic)
______________________________________________________________________________________
______________________________________________________________________________________
4. Is the concern serious, persistent, and/or chronic occurring in all settings throughout the day?
______________________________________________________________________________________
______________________________________________________________________________________
5. Is the concern a threat to the safety of the student and/or others?
______________________________________________________________________________________
______________________________________________________________________________________
6. What are the student's strengths?
______________________________________________________________________________________
______________________________________________________________________________________
7. What are the student's weaknesses?
______________________________________________________________________________________
______________________________________________________________________________________
Teacher RTI Referral (cont.)
8) Have you contacted the parents to discuss your concerns?
Dates of Contact
Phone/Email/Letter
Face to Face?
Parent's Response
______________
_________________
___________________________________
______________
_________________
___________________________________
______________
_________________
__________________________________
What strategies have you used with fidelity to address the issue?
Interventions" sheet.)
(Please attach "Teacher Reported
Parent Observation Form
Student: _________________________________
Age: _______
Grade: ________
What do you see as your child's strengths? (What is your child good at?): ___________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
What do you see as your child's weaknesses? (What could your child improve upon?):
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Describe your child's behavior at home: _______________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Describe problems and methods of coping (discipline) used by caretaker: ____________
_______________________________________________________________________
________________________________________________________________________
________________________________________________________________________
How does the problem affect peer and family relationships? _______________________
_______________________________________________________________________
_______________________________________________________________________
Level of responsibility your child assumes at home: ____________________________
_______________________________________________________________________
Parent's Perception
Please use this page to describe what you feel are the barriers and/or obstacles regarding
your child's education and what you would like to see accomplished with this referral.
________________________________________________________________________
Assessing Interventions
The Extended RTI Committee meets monthly to review and track progress of each
student who is placed on RTI. If interventions are not working, a student may be referred
for a special services evaluation.
The building level or Core RTI Committee monitors student progress frequently with
positive reinforcements. In the weekly meetings, adjustments are made to both the
interventions as well as the reinforcements according to results of continuous
accumulated data. The goal is to get a student to be able to work independently without
behavioral interventions. Decisions from this meeting are presented in the monthly
meeting with the Extended RTI Committee.