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7 Keys to Behavior within RTI-MTSS

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7 Keys to Behavior within RTI-MTSS

 

  1. Behavior is as critical as academics; behavioral skills, also known as non-cognitive skills, include the categories of precognitive self-regulation, mindsets, social skills, perseverance, learning strategies, (such as metacognition, cognitive self-regulation, & executive functioning), & academic behaviors (such as participation, work completion, attendance, & engagement). 
  2. We will be most successful nurturing behavioral skills when we align the definitions, steps, & process of Behavioral RTI to those of Academic RTI.
  3. Like academic skills, behavioral skills must be prioritized, defined, taught, modeled, reinforced, & re-taught when necessary. 
  4. Staffs must assume collective responsibility for nurturing student behavior.
  5. Positive relationships lead to better student behavior (as well as greater levels of engagement & learning).
  6. Students in-need behaviorally lack skills that can & must be reinforced, just as is the case for students in-need academically.
  7. When students misbehave, punishment will not result in positive changes. We must guide students to behavioral change through reflection, reteaching, restitution, & restorative justice.

 

Instruction & Intervention Systems ensure high levels of learning for all students at all readiness levels through the integration of elements from the most important & impactful initiatives within public education: response to intervention (RTI), multi-tiered systems of support (MTSS), professional learning communities (PLCs), positive behavior interventions & supports (PBIS), universal design for learning (UDL), special education, gifted education, & differentiated instruction. 

Most directly & significantly, Instruction & Intervention Systems build upon RTI, a proactive, coordinated, & systemic approach to providing academic & behavioral supports for all students. Instruction & Intervention Systems are among the most-research-based initiatives with which educators can engage (Bloom, 1968; 1984; Burns & Symington, 2002; Burns, Appleton, & Stehouwer, 2005; Elbaum, Vaughn, Hughes, & Moody, 2000; Gersten, Compton, Connor, Dimino, Santoro, Linan-Thompson, et al., 2009a; Gersten, Beckmann, Clarke, Foegen, Marsh, Star, et al., 2009b; Hattie, 2012; Swanson & Sachse-Lee, 2000; VanDerHeyden, Witt, & Gilbertson, 2007).

 

RTI is a verb, as in, “To what extent are students responding to instruction & intervention? To what extent are students RTI’ing.” To extend the metaphor, RTI is not a noun. There are multiple methods & approaches to designing systems of supports based on the principles & practices of RTI for each & every student. Each school has local, contextual needs that require local, contextual solutions. 

© 2016. Chris Weber Education. Design by Cleverbirds.