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Action Step

Person Responsible

School principal

Form RTI teams.

-School
administration
-School
Superintendent

Establish
commitment and
consensus and build
capacity.

RTI Timeline & Actions for Implementation


(Revised June 13, 2013)

-Research on RTI
-Maine Department of Education Handbook on RTI.
www.maine.gov/education/rti/referraLguide.rtf
-School samples
-Training opportunities; workshops, courses, RTI facilitators
& coaches
http://www.rti4success.org/subcategorycontents/training_
modules
-Time set aside at staff meetings.
-In-house workshop days.
-Funding.
-Central Aroostook Council on Education (CAGE)
http://cacepartnership.org/
-SYNTiRO
http://www.mepbis.org/

The school Superintendent and administration will:


a. Commit and support the implementation of
RTI (3-5 year process).
b. Look at research on RTI.
c. Continue Tier I & II strategies and differentiation in
the regular education classrooms.
d. Talk to other schools that have implemented RTI.
e. Consult with a RTI experts.
f. Provide training and professional development for
staff and faculty.
g. Hold faculty meetings to:
1. Provide information on RTI.
2. Use existing data to demonstrate a need for
adopting RTI.
3. Utilize data in content areas to determine next
steps for implementation of supports.
4. Continue staffing plans for students and
increase parent communications.
i. Secures funding and structures that will support the
RTI Initiative & implementation process,
j. Form leadership team.

Resources/Supports

Activities to complete step

-Establish an RTI team which should consist of the


following individuals:
a. special ed teachers (representation from each
school within the district)
b. general ed teachers (representation from each
school within a district)
c. guidance counselors

www.interventioncen tral.org/sites/default/.. ./rtijeadership


_team.pdf
-The RTI Source:
http://www.95percentgroup.com/rtLcontent/begin.aspx

Targeted date for


completion.
Research:
began Spring 2010
Training:
Began 2010 -2011
school year &
on-going.
Faculty meetings:
Began 2010-2011
school year &
on-going.
Supports:
Completed 20102011 school year;
& on-going.
Leadership Team:
Completed 20102011 school year &
on-going.

-RTI Leadership
Committee
-Formed Summer
2010 on-going
-Data Team
-2009 and on-going

-The RTI team will:


a. Plan & facilitate meetings, (at all Tiers)
b. Assist in training other staff members and
teachers, (at all Tiers)
d. Help in disseminating the information about
RTI/PBIS (at all Tiers).
e. Establish and define the roles & responsibilities of
the team members. (Tier-1)
f. Define meeting dates, create agendas, & maintain
records of decisions that were made at meetings,
what took place and/or was said at the meetings,
(at all Tiers).
g. Develop an action plan.

-Administrator
-RTI Team members

Complete
self-assessment

Administration

Appoint an RTI/PBIS
Coordinator.

-School district
superintendent &
school board
members.
-Administrators.
-Teachers appointed
to leadership team

Provide professional
development on RTI
for staff, faculty,
and administration.
(At all tiers &
continuing)

-The school district will:


a. Commit to providing funding, support, and
resources, time, and materials needed for
training and professional development, (to support
a 3-5 year implementation plan & continuing)
b. Select staff (making sure that all schools within
the district are well represented) who are openminded, positive when it comes to change.(Tier-1)
c. Obtain a 3-5 year commitment from staff,
teachers, stakeholders. (Tier-1)
d. Establish:
1. 80% buy-in from staff, faculty, administration
and stakeholders. (Tier-1)
2. Administrative support at district & school
level, (at all Tiers)
3. a common purpose and approach to dealing
with discipline and behaviors. (Tier-1)
e. Provide professional development which will include:
1. Training on:
a. RTI/PBIS; its purpose, rationale & benefits.
b. administering items such as:
1. screening tools
2. research-based interventions
c. data collection and analysis.
d. the delivery of quality instruction.
e. methods of monitoring progress.
f. effective methods on positively
acknowledging appropriate behavior.
g. differentiate instruction according to
abilities and needs.
h. methods of teaching expected behaviors,
i. the use of the "problem-solving" model,
j. methods of effectively notifying parents on
progress.

-Maine Department of Education website:


http://www.maine.gov/education/rti/index.shtml
-OESP Center on Positive Behavioral Interventions and
Supports: Effective School Wide Interventions. Website:
http://pbis.org/
-Maine Positive Behavioral Intervention Support (PBIS)
website:
http://www.mepbis.org/
-The Maine Technical Assistance Center on Positive
Behavior Interventions & Supports (PBIS)
http://usm.maine.edu/smart/mainetac/pbis.html
-Response to Intervention (academic & behavior) in Maine
Ning.
http://pbisme.ning.com/
-RTI related courses - USM/UMaine
-Financial support at district level
-Time away from classrooms to attend workshops,
conferences, seminars, & courses.
-Central Aroostook Council on Education (CAGE)
http://cacepartnership.org/

-2010-2011 school year


& on-going

-Staff, faculty members and admin will attend workshops,


analyze RTI resources attend conferences, and/or seminars
that will provide info regarding RTI and the implementation
processes. (Tier-1).

2010 & ongoing.

The coordinator should guide the teams into their decision


making and systems designing processes and provide
resources and supports needed to effectively and efficiently
implement RTI/PBIS.
-The RTI team, along with administration and staff, will
complete a survey (at least one chosen from the
resource list) (once at the onset of the
implementation process (TIER-1), then annually to
compare with the baseline data) to assess which
aspects of PBIS are in place prior to implementation.

-School Safety Survey (SSS)


hUps://www.pbisassessment.org/Evaluation/Surveys
-Team Implementation Checklist (TIC 3.1)
http://www.pbis.org/evaluation/evaluation_tools.aspx
-PBIS Self-Assessment Survey

- Review 2014-2015

RTI Team members

Design and establish


an
"acknowledgment"
system.

School teachers

Teach expected
behaviors.

RTI Team members

Create positively
stated school-wide
expected behaviors.

RTI Team members

Design an Action
Plan

RTI Team members

Collect PreIntervention Data.

-School climate survey


-ODR's
-Absenteeism
-Dropout survey
-Discipline referrals
-Dropout rates
-Suspensions/expulsions

-Team members will:


a. Collect data to identify existing behaviors,
b. Use data to guide decisions regarding systems
that need change/enhancement and/or adoption,
c. Use data to communicate needs,
d. Use the "Problem-Solving" model to guide
decisions and changes.
-Team will:
1 . design an implementation plan according to
needs. (Tier-1)
2. submit Action plan to MDOE.
3. revisit and redesign the plan according to
collected data, (at all Tiers & on a continuum)

-Effective Behavior Support (EBS)


www.pbis.org/tools.htm
-Wayne RESA Positive Behavioral Interventions &
Supports (PBIS) Self-Assessment Survey.
www.resa.net/curriculum/positivebehavior
-School-Wide Evaluation Tool (SET).
http://www.pbis.org/evaluation/evaluation_tools.aspx

-The results will be compiled, summarized, and presented


to the school staff.
-The results will be used to:
a. plan the implementation process of PBIS.
(Tier-1)
b. evaluate the progress of the implementation
process, (at all Tiers)
c. identify the areas of need and/or enhancement,
(at all Tiers)

-Maine Department of Education (MDOE)


http://www.maine.gov/education/rti/index.shtml

-completed 2010-201 1
school year and every
year.

-201 1 (initial plan)


-revised annually in
June.

-Results of Self-Assessment Survey

-Team members will:


a. Identify inappropriate behaviors based on "Standards
of Ethical & Responsible Behavior."
b. Define desirable & expected behaviors
c. Embed expected appropriate behaviors into existing
school systems and activities.
d. Design behavior matrices and/or SOP's (Standard
Operating Procedures) defining expected
behaviors in different settings,
e. Design methods of reporting undesirable behaviors,
f. Create posters showing the school-wide expected
behaviors - post posters in different settings.

-The team will:


a. write/design lesson plans used to teach "explicitly"
the expected behaviors,
b. teach, demonstrate, model the expected behaviors,
c. modify and adapt school schedules to
accommodate time and resources needed to teach
students expected behaviors.

Completed 2010-201 1
school year and ongoing.

-School-wide core behavior expectations


-classroom expectations
-school-wide expectations
-lesson plans on how and what to teach.

-Team will plan "acknowledgements" for


accomplishments and positive changes in behavior.
-School staff and faculty will hold acknowledgement
ceremonies and celebrations.

- First time beginning of


201 1-2012 school year.
- repeated at the
beginning of each school
year.
-As needed for students
not responding
positively to
interventions.
-Introduced first time
2010-2011 school year.
& on-going.

Design and establish


a system for
responding to
behavioral
challenges.

Design & adopt a


academic
(math/language arts)
data collection
system.

Provide Interventions
At all Tiers

RTITeam members

-RTI Team
-Data Team

-RTI Team
-Classroom teachers
-Behavior specialist
-School counselors

Progress Monitoring

-The team will write a list of consequences that are:


a. predictable.
b. consistence.
c. delivered by all staff.
d. not necessarily punitive in nature.
e. opportunities to learn, change and accept
responsibility for actions.
f. provided on a continuum.
g. matched to the intensity of the behavior.
-The team will identify behaviors; which ones are dealt
with by classroom teachers, and which ones are dealt
with by the school principal.
-Collect On a regular basis, (at least 3 times a year)
(fall, mid-year, spring)
-Collect data to:
a. guide change.
b. design and implement academic supports.
-Summarize collected data.
-Share data findings with teachers, stakeholders.
-The staff will research and collect a variety of researchedbased interventions to use to train interventionists; At all
tiers.
- Regular ed. and special ed. teachers will provide universal
interventions for all students; Tier -1

-The staff will collect data to monitor and measure:


a. effectiveness of the interventions and systems
that are in place.
b. If interventions are implemented with fidelity.
c. If interventions are helping students (a good fit).
d. If there is progress during the intervention.

-STAR data & PSAT/SAT data & other school assessments

-School-Wide Evaluation Tool (SET) (Tier-1)


-Benchmark of Quality (BoQ) Scoring Guide (All Tiers)
-Behavior Intervention Plan (Tier 2 & 3)
-Check-in/check-out (CICO) (Tier 2 & 3)
-Functional Behavior Analysis (FBA) (Tier-2 & 3)
-Dr. Mac's Behavior Management Advice Site (Tier-2 & 3)
http://www.behavioradvisor.com/oldindex.html
- Appendix C - (Interventions)
- MDOE RTI site
-School Safety Survey (SSS) (Tierl)
-School-Wide Evaluation Tool. (SET) (Tier 1)
-Team Implementation Checklist (TIC 3.1) (all Tiers)
-Individual Student Systems Evaluation Tool (ISSET)
(Tier 1)
-Benchmarks for Advanced Tiers (BAT) (Tier 2)
-Benchmarks of Quality (BoQ) Scoring Guide (Tier 1)
-Progress Monitoring Checklist (Appendix E)
- MDOE RTI site

-2010 on-going.

-began 2012-2013 and


on-going.

began 2012-2013 and


on-going.

began 2012-2013 and


on-going.