Is the management of Behavior RTI for Tier II and Tier III making you want to run for the hills? This true-to-life script will show you how Kickboard can help your intervention management become simpler, faster, less emotion-driven, and more data-driven!
How to Use This Script:
We're giving you three scripts that together portray a complete Behavior RTI story. Each one can serve as a guide to make your Behavior RTI meetings more effective when combined with your existing Kickboard data and analysis tools. We also encourage you to print and share these scripts to help your staff better understand effective intervention goal-setting and monitoring. Finally, the visuals we’ve provided will help you and your team use Kickboard to create and use the plans within each script. So what are you waiting for? Let's get started!
To view all of our free scripts, check out our main blog post - "Make Your Behavior RTI Meetings More Effective"
Quan Darry is a 4th grader struggling with behavior. His teachers are overwhelmed by his behavior and trying to find a solution to help. The Student Success Team works to identify Interventions that could help students improve when they are struggling. The team includes Quan’s ELA teacher, Mrs. English, his Math teacher, Mr. Pi, the guidance counselor, Mr. Hart, and Principal Hope.
The Script - Ready For You To Use and Make Your Own
It’s 1:15pm, 4th grade’s planning period. The team has gathered in the school’s conference room for their weekly Student Success Team meeting, a built-in time to brainstorm and plan for students who need more support. They follow a Behavior RTI protocol to keep the meetings on point. It’s now Mrs. English’s turn to discuss a student she’s very worried about.
Mrs. English: I’m just so worried about Quan. His behavior is a huge problem and it’s starting to affect his relationships with peers. He goes to the Reflection Room all the time and he’s very loud and intrusive when he’s in the room. I’m at my wits end!
Mr. Pi: I see it in Math too. He’s a very sweet, good-natured boy but his behavior is a huge factor in his learning. I think if he got the behavior solved, he’d quickly get back on track academically.
Principal Hope: Well what does the data say about Quan? What is the root cause of his behavior problems?
Mrs. English is projecting her laptop in the conference room and pulls up Kickboard for the last few months. She navigates to Culture Analysis, then filters by student, to see Quan’s trends.
Principal Hope: So what do you notice about his most common behavior?
Mr. Pi: It looks like it’s Disturbing the Learning Environment.
Ms. English: That makes sense, though until I looked at this view, I really hadn’t thought of that being his main issue. Also, this tells me it’s not just in my room. Look at his log! He’s showing this behavior in Math with you Javier, as well as in Music and Art. I’m glad it’s not just me!
Mr. Hart: Drill down to show just that one behavior for a minute.
Mr. Hart: So roughly, this shows 100 of these behaviors per month, 70-75 for the shorter months. Since this is a $2 behavior, he’s losing roughly $10 dollars a day on this problem. I know we can get him to do better than that!
Principal Hope: So do you all agree that doing something to hone in on this specific behavior would be a good first step?
Mr. Pi and Ms. English: (in unison) Definitely!
Principal Hope: Okay great. Let’s brainstorm some solutions.
After several ideas are exchanged between teachers, coach, counselor and principal, the group has a plan.
Principal Hope: So we’ve determined that Quan needs to move to a Tier II intervention plan and that the intervention will be a check-in/check-out with Mr. Hart at the beginning and ending of each day. Let’s go ahead and set that intervention plan up in Kickboard.
Ms. English navigates to Students >> Intervention Plans and creates a new plan. The team had determined his target was 'Disturbing the Learning Environment' and Mr. Hart chimed in that a good strategy would be to teach him to replace these disruptive behaviors with alternative positive behaviors showing self-control. They are aiming to help him move from losing -$10 a day to gaining +$2 a day over the next six weeks so his plan ends up looking like this:
Mrs. English calls Quan’s mom to share the intervention plan. The next day Mr. Hart, Mrs. English, and Mr. Pi meet with Quan to introduce him to the plan and the 3-2-1 behavior strategy they want him to use to decrease his disruptive behavior.
Over the coming weeks, staff work with Quan to reinforce what Mr. Hart is teaching him about self-control. They track his behaviors just as they’ve always done, in Daily Activity. They’re thrilled that no extra tracking is required! Among other behaviors they observe, they reward him with self-control dollars as often as they see the positive behavior and note incidents of disruption when that occurs. Each morning and afternoon, Mr. Hart briefly pulls Quan aside to take a peek at his progress in Kickboard.
Check out Script 2 right now to continue this story and see how the intervention plan in Kickboard helps motivate and get Quan invested in his own growth.
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