1. Willa M. Campbell, PhD Educational Access Solutions

2. ACADEMIC BEHAVIOR Core Curriculum Behavior plan Assessments Interventions Instruction Incentives Support systems Consequences Educational Access Solutions, 2011

3. PRACTICEDATA SYSTEMS

4.  Tier Three - Intensive instruction and intervention. Small group or one- on-one instruction. Provided IN ADDITION TO core instruction.  Tier Two - Strategic instruction and intervention. Targets a skill deficit within a specified timeline. Provided IN ADDITION TO core instruction.  10-15% of students.  Tier One - Core instruction all students receive. Intended to advance students academically and behaviorally. 80-90% of students. Adapted from RTI Action Network, 2011 Educational Access Solutions, 2011

5. BEHAVIOR Analysis #1 K-8#2 K-8Middle SchoolHigh School Tier 1Tier 2Tier 3Tier 1Tier 2Tier 3Tier 1Tier 2Tier 3Tier 1Tier 2Tier 3 Systems – elements that influence one another within the whole school Practice – procedures, methods or rules Data – qualitative or quantitative attributes or descriptors Progress Monitoring – a practice that assesses student progress TASKS Independently review the school-based triangles with the rubric, looking for: Elements of sustainability Common threads across schools Missing components As a group, summarize your findings on the chart pack and report out. SMALL GROUP ANALYSIS Independently review the school-based triangles with the rubric, looking for: Elements of sustainability Common threads across schools Evidence of equitable discipline Missing components As a group, discuss and summarize your findings on the chart pack and report out.

6. Educational Access Solutions, 2011 BEHAVIOR Synthesis Schoolwide Behavior Plan Universal Screening Individual Screening InterventionsIncentivesConsequences Systems – elements that influence one another within the whole school Practice – procedures, methods or rules Data – qualitative or quantitative attributes or descriptors Progress Monitoring – a practice that assesses student progress TABLE DISCUSSION How does your analysis of the school-based RTI triangles support the sustainability of behavior support at the school level? If you don’t see adequate support, what do you recommend? As a group, summarize your findings on the chart pack and report out.

7. www.rtinetwork.org Educational Access Solutions, 2011 BEHAVIOR RTI Schoolwide climate evaluation Apply universal supports Identify students who do not respond ACADEMIC RTI Individual screening for skill deficits Individual data drive universal interventions

8. Educational Access Solutions, 2011 Educational Access Solutions Willa M. Campbell, PhD www.ed-access.com willacamp@gmail.com 503-502-6737