Monday, February 11, 2019

Designing a Behavior RTI program from Scratch!


FYI - I am not a BRTI expert.  I am not a paid consultant, but I am going to share how my co-counselor and I developed a Behavior RTI program.

In 2015, our school district chose school counselors to become the program managers of BRTI. We were given some parameters by the District Office such as what the different tiers look like and some suggested interventions. Other than that, we started from scratch, from the point of referral for BRTI to the referral for evaluation.

We had no procedures, no forms, no guru to go to and ask for help. We did a lot of research felt it was important to establish teacher friendly guidelines. We know that everyone is busy and completing a lengthy form is the last thing someone wants to do, so we made it our goal to create a streamlined, clear and concise process.

We created a shared Google folder with all the forms needed. The first form we thought was important was a simple flowchart to see the BRTI Program Overview on one page. We used our district RTI guide for elementary schools, which is for academic and behavior RTI services to create the overview. This BRTI Flowchart shows the step by step process in which a student moves through the tiers.


Then we needed an easy way for teachers to request BRTI, so we created an Online Student Referral Form in which anyone can complete when in need of a BRTI team meeting to consider tier 2 or 3 services. The online form has check boxes so it only takes 5 minutes to complete. When you click on the link, this is what the referral for BRTI services looks like:





The refer-er gives the necessary background information for team discussion and planning. They will complete questions about the student’s strengths, history, teacher observations, and the students’ most problematic behaviors. Below is an example of what the results look like:


Once a request for BRTI services is received, a Google folder for the BRTI student is created and shared with the core BRTI team. This way all team members can access any data pertaining to the referred student.

The classroom teacher will collect baseline data on problematic behavior for two weeks.  It only takes 1 minute/per behavior to complete the Online Behavior Tracking Form for each incident. The online tracking form is accessed by a link which is provided to the teacher.  If teachers save the link to their bookmark bar, the form is readily accessible as needed. If preferred, teachers can complete a paper pencil version and access the link later to add their data for each incident of problematic behavior.

This is what the online form looks like when accessed. 





Once completed, we look at the data in the 4 areas that we need to consider– 1) Antecedent – what sets this behavior off? 2) Behavior-what is the most problematic behavior? 3) Consequence-what happens as a result of the behavior? 4) Pay-off for the student-what is the student getting? If we know these things, we can design interventions to  prevent the problematic behaviors and increase desirable behaviors.



There are other forms of data that the team can be gathering during that 2 weeks…such as grades, attendance, office referrals, reinforcement results, academic rti, ...

After 2 weeks of collecting all that data, we have a BRTI meeting to review it all, including the Behavior Tracking data to look for patterns.

For our BRTI meeting, we created the ABC . . . 123 Form  to document what is discussed and planned during BRTI meetings.  The form includes data collected, observed patterns for antecedents and problematic behaviors, and agreed upon behavioral goals and interventions.  The team decides which Tier level interventions will best address barriers to learning for the student referred for BRTI services.





In my school, we use a lot of Behavior Report Cards with the goals students are working on. It helps teachers keep up with the documentation, keeps students accountable, and can be shared with parents. Behavior report cards can be smileys/frownies or for older students, points. Students can use those points to earn privileges when reaching goals.



Teachers can easily keep track of data from the report cards on a Google Sheet. We keep these in the shared student folder. As the teacher inputs documentation daily, Google will update the pie chart as new data is added. Since it is in the shared folder, the core team has access to view progress at any time.



6-8 weeks from the date of the initial BRTI meeting, we have a review meeting to discuss goal progress.  The team discusses whether or not any adjustments need to be made to behavioral goals, interventions and/or Tier status.  We continue the meeting documentation on the ABC . . . 123 form under the Follow-up section.

So that is our program. It has taken us a lot of time to develop and tweak our forms, but we seem to be doing less tweaking these days, so I think we are doing a good job with collecting our data.

If you are interested in any of these forms, you can find them on my TPT store HERE:)