Module 1 of Challenging Behaviors

Module 1

February 26th, 2023


As a parent and educator, I want the same for my students as I do for my own children. That they are successful at whatever they want to do in their lives, be productive in whatever they decide to go after in their lives and be part of a beautiful society. But, not all of my students fit in a traditional classroom, and that should be okay. When a student can not function in a traditional classroom we must adapt because it is not just one student. I teach at an alternative behavioral school that implements the Positive Behavioral Intervention System. The system utilizes the Response to Intervention (RtI) which is a multi-tiered early intervention tool that uses data-driven analysis to identify students having difficulties in school. The system has many moving parts from administration, behavioral staff, educators, and school counselors or psychologists. Within these groups, there are subgroups that are called teams. I am part of one of those teams, and I help determine a student's RtI status in the classroom. What I mean is that a student is evaluated on why they can not function in a regular classroom. Under this evaluation, I will use data-based assessments to determine which tier a student is functioning. Here are the tiers that I use in my assessments. 

Tier 1-All students are screened on a periodic basis to establish an academic and behavioral baseline and to identify struggling learners who need additional support. Students identified as being “at risk” through universal screenings and/or results on state- or districtwide tests receive supplemental instruction during the school day in the regular classroom. The length of time for this step can vary, but it generally should not exceed 8 weeks. During that time, student progress is closely monitored using a validated screening system such as curriculum-based measurement. At the end of this period, students showing significant progress are generally returned to the regular classroom program. Students not showing adequate progress are moved to Tier 2.

Tier 2-Targeted Interventions: Students not making adequate progress in the regular classroom in Tier 1 are provided with increasingly intensive instruction matched to their needs on the basis of levels of performance and rates of progress. Intensity varies across group size, frequency and duration of intervention, and level of training of the professionals providing instruction or intervention. These services and interventions are provided in small-group settings in addition to instruction in the general curriculum. In the early grades (kindergarten through 3rd grade), interventions are usually in the areas of reading and math. A longer period of time may be required for this tier, but it should generally not exceed a grading period. Students who continue to show too little progress at this level of intervention are then considered for more intensive interventions as part of Tier 3.

 

Tier 3: Intensive Interventions and Comprehensive Evaluation: At this level, students receive individualized intense interventions that target the students' skills or lack thereof. If these students do not achieve their targeted levels of progress then they are referred for a comprehensive evaluation and considered for eligibility for special education services under the IDEA 2004 (Individuals with Disabilities Education Improvement Act of 2004).

 

The importance of data-driven analysis for these tiers can not be overstated. Each level is a living human being that is confused about why they are not like others in the classroom. As their family and educator, I need to help create the best version of who they are for all of society. 

 Tonja C Fleischer

Educator


https://navigatingeducation.com/general-education/what-is-rti/2018/01/03/





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