Teaching Academic and Social Skills Through RTI at Work™
When students’ behavioral, emotional, and social needs are met, they are better able to excel in school and in life. Take strategic action to begin closing the systemic behavior gap with the guidance of Behavior Solutions. This user-friendly resource outlines how to utilize the PLC at Work® and RTI at Work™ processes to create a three-tiered system of supports that is collaborative, research-based, and practical.
- Become familiar with student behaviors, emotions, and mental states and the challenges they provide to the implementation of educational initiatives.
- Learn why it is necessary for schools to embrace the PLC at Work and RTI at Work processes to ensure students’ behavioral success with a multitiered system of support (MTSS).
- Study each tier of behavioral support—prevention, intervention, and remediation—to foster social-emotional learning (SEL).
- Understand how to construct successful behavior intervention processes at each behavioral tier.
- Read real-world examples and case studies of schools that implemented effective multitiered systems of behavior supports, then create your own action plan.
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Table of Contents
Chapter 1: Assessing Your Current Reality
Chapter 2: Developing the Structure for Integrating the PLC Process, RTI, and Behavior
Chapter 3: Implementing Behavior Solutions at Tier 1—Prevention
Chapter 4: Implementing Behavior Solutions at Tier 2—Intervention
Chapter 5: Implementing Behavior Solutions at Tier 3—Remediation
Appendix A: Establishing and Sustaining an RTI System for Success
Appendix B: Behavior Lesson Rehearsal Cards
Appendix C: RTI at Work—Culminating Exercise Example
- Figure 3.5: Essential Academic and Social Behavior Rubric
- Figure 3.7: Academic and Social Behavior Priority Forced Rating Scale
- Figure 3.14: Schoolwide Precise Problem Statements and Solutions Form
- Figure 3.15: Schoolwide Behavior Study Agenda Form
- Figure 3.16: Ongoing Shared Meeting Minutes Form
- Figure 3.18: Classroom Lesson Guide
- Figure 3.19: Matching Exercise Cards
- Figure 3.20: Community Service Form
- Figure 3.21: Restitution Form and Log
- Figure 3.22: Apology Letter—Student Directions
- Figure 3.23: Think Sheet—Elementary
- Figure 3.24: Think Sheet—Secondary
- Figure 3.25: Student Restorative Contract—Secondary
- Figure 3.26: Self-Control Reflection Sheet
- Figure 3.27: PLC and Tier 1 RTI Integration Guide
- Table 3.1: Essential Academic and Social Behaviors
- Table 3.3: Tier 1 Prevention Cycle Core Components
- Table 3.4: Best Practices of the Four Cs
- Table 3.5: Tier 1 Teacher-Managed Minor Responses
- Helpful Processes, Tools, and Forms
- Teacher Audit of the Four Cs in a Classroom Tier 1 Behavior System
- Tier 1 Behavior Rounds: Four Cs Selection and Planning
- Tier 1 Behavior Rounds Observation Form
- Behavior Standard Feedback Form for Teacher Team Push-In
- Classroom Behavior Needs Identification Form
- Push-In for Tier 1, 2, or 3: Elementary Teacher Team Input
- Behavior Support Form
- Leadership Team Data Point Numbers by Month
- Essential Behavior Skill: Matching Exercise
- Behavior Integration Assessment: Tier 1
- RTI at Work Pyramid: Tier 1
- Reflection One
- Figure 4.4: Tier 2 Intervention-Planning Data Check
- Figure 4.5: Tier 2 Intervention Description and Entry and Exit Criteria Reference Sheet
- Figure 4.6: Tier 2 Intervention Snapshot
- Figure 4.9: CICO Intervention Letter to Parents and Guardians
- Figure 4.10: Student Goal-Setting Form
- Figure 4.12: Mentor Log
- Figure 4.13: Structured Recess Intervention Plan
- Figure 4.16: Tier 2 SMART Goals Monitoring Form for Teachers
- Figure 4.19: Interventions at a Glance
- Figure 4.20: Progress-Monitoring Log
- Figure 4.21: PLC and Tier 2 RTI Integration Guide
- Table 4.2: Tier 2 Menu of Response Options
- Table 4.3: Methods for Monitoring Student Progress in Tier 2
- CICO Daily Check-In
- CICO Contract
- Behavior Academy: Secondary Student Goal Setting and Progress Monitoring
- Behavior Academy: Elementary Student Goal Setting and Progress Monitoring
- Hands-Off Academy: Weekly Student Self-Monitoring Sheet
- Structured Recess Plan
- Structured Recess Progress-Monitoring Chart
- Friendship Group Check-In
- Restorative Agreement
- Behavior Integration Assessment: Tier 2
- RTI at Work Pyramid: Tier 2
- Reflection Two
- Figure 5.4: Function of Behavior Record
- Figure 5.5: Tier 3 Behavior Function Identification Guide
- Figure 5.6: Tier 3 Restriction Leveled Individualized Plan
- Figure 5.7: Tier 3 Restriction Leveled Break System
- Figure 5.9: Ten-Day Intensive Plan Form
- Figure 5.10: Abbreviated Ten-Day Intensive Plan Form
- Figure 5.11: Ten-Day Intensive Interval Observation Form
- Figure 5.12: Re-Entry Transition Plan Form
- Figure 5.13: Structured Scheduled Option, Individualized Scheduling
- Figure 5.14: Individual Student Schedule Graphic Reminder
- Figure 5.15: Keeping Hands and Feet to Oneself
- Figure 5.16: Keep One’s Hands and Feet to Oneself
- Figure 5.18: Tier 3 SMART Goals Monitoring Form for Teachers
- Figure 5.20: Tier 3 Problem Statement Matched to a Tier 3 Response
- Figure 5.23: Remediations at a Glance
- Figure 5.24: PLC and Tier 3 RTI Integration Guide
- Tier 3 Resource Inventory Check
- Threat Assessment Tool
- Blurting-Out Self-Monitoring Sheet
- Individual Behavior Student Check-In
- Red Zone Monitoring
- Individual Daily Self-Monitoring
- My New Narrative Individual Contract
- My New Narrative Commitment Check-In Schedule
- Behavior Integration Assessment: Tier 3
- RTI at Work Pyramid: Tier 3
- Reflection Three
- Five Stages of Functioning as a PLC for RTI
- Tiers 1, 2, and 3 Integration Planning Guide
- Three-Year RTI Implementation Plan
- CICO Skills Behavior Rehearsal Lesson Cards
- Civility Skills Behavior Rehearsal Lesson Cards
- Hands-Off Behavior Rehearsal Lesson Cards
- Organizational Skills Behavior Rehearsal Lesson Cards
- Social Skills Behavior Rehearsal Lesson Cards
- Upstander Skills Behavior Rehearsal Lesson Cards
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- Buffum, A., Mattos, M., & Malone, J. (2018). Taking Action: A Handbook for RTI at Work. Bloomington, IN: Solution Tree Press.
- Buffum, A., Mattos, M., & Weber, C. (2012). Simplifying Response to Intervention: Four Essential Guiding Principles. Bloomington, IN: Solution Tree Press.
- Buffum, A., Mattos, M., Weber, C., & Hierck, T. (2015). Uniting Academic and Behavior Interventions: Solving the Skill or Will Dilemma. Bloomington, IN: Solution Tree Press.
- Conzemius, A. E., & O’Neill, J. (2014). The Handbook for SMART School Teams: Revitalizing Best Practices for Collaboration (2nd ed.). Bloomington, IN: Solution Tree Press.
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- Lezotte, L. W., & Snyder, K. M. (2011). What Effective Schools Do: Re-Envisioning the Correlates. Bloomington, IN: Solution Tree Press.
- Marzano, R. J., Heflebower, T., Hoegh, J. K., Warrick, P., & Grift, G. (2016). Collaborative Teams That Transform Schools: The Next Step in PLCs. Bloomington, IN: Marzano Resources.
- Mattos, M., & Buffum, A. (Eds.). (2015). It’s About Time: Planning Interventions and Extensions in Secondary School. Bloomington, IN: Solution Tree Press.
- McNeece, A. (2020). Loving What They Learn: Research-Based Strategies to Increase Student Engagement. Bloomington, IN: Solution Tree Press.
- O’Neill, J., & Conzemius, A. (2006). The Power of SMART Goals: Using Goals to Improve Student Learning. Bloomington, IN: Solution Tree Press.