Description: Sustaining RTI²-Behavior (RTI²-B) in a school requires systemic support beyond an individual school. It is important to organize multiple schools at the district level so that a common vision, language, and experience are established. The implementation of RTI²-B emphasizes the essential role of the District Leadership Team. This team is the key to both high fidelity and sustainability of RTI²-B.
Components: The following graphic identifies the essential components and their organization in a complete RTI²-B framework, based on the OSEP document, Positive Behavioral Interventions and Supports Implementation Blueprint. The graphic, as well as the descriptors that follow, serve as a guide for teams at various levels—school, district, or state. At the center is the Leadership Team, an organization that is consistent with RTI²-B being a team-implemented framework. With the progression of implementation, the Leadership Team must address several supportive systems that include Funding, Visibility and Dissemination, Political Support, Policy and Systems Alignment, and Personnel Readiness.
Funding—The RTI²-B Leadership Team develops a plan to ensure ongoing funding at the school and district level.
Visibility and Dissemination—Telling the RTI²-B story from beginning to end is crucial for all stakeholders including the staff in the schools, district administration, school board, PTO, and community. The RTI²-B District Leadership Team develops and oversees dissemination strategies (e.g., website, newsletter, meeting presentations, conferences, media, annual progress reports). In addition, the leadership team ensures that professional development activities and events are publicly posted and that policy, technical briefs, and procedural guides are developed, updated, posted, and distributed annually.
Political Support—In order to secure the support of the district administration and key stakeholders, the RTI²-B framework must be embedded into the structure of both the district and the schools. The RTI2-B District Leadership Team ensures that one of the district’s top three-to-five goals is social behavior and school climate.
Policy and Systems Alignment—This can include multiple levels, from revising local school policies around discipline and behavior to district-wide changes such as the adoption of a district-wide discipline referral form. At the state level, the RTI²-B framework is being integrated with RTI²-Academics in a multi-tiered system of supports in order to ensure sustainability.
Personnel Readiness—The district will ensure that all new personnel will receive orientation training that includes RTI²-B.
The four bottom boxes in the graphic are the components that must be developed and maintained at all levels, particularly at the school level. These include Professional Development, Coaching and Technical Assistance, Evaluation and Performance Feedback, and Content Expertise.
Professional Development— This refers to the system’s ability to self-assess for specific programmatic and staff development needs and objectives, to develop a training action plan, to invest in increased local training capacity, and to implement evidence-based interventions and practices.
Coaching and Technical Assistance—Research validates that transfer of knowledge to the classroom level is accomplished most effectively when coaching is a part of the process. Good coaching ensures that the knowledge is applied accurately. Administrators at both the district and school level must make sure that RTI²-B coaches have the time, training, and resources to accomplish this work.
Evaluation and Performance Feedback—A core feature of RTI2-B implementation and sustainability is the collection and use of behavior data to accurately determine next steps for the improvement of behavior at the school level. The District Leadership Team must provide oversight by developing an evaluation process and schedule for assessing the fidelity of implementation and the impact of RTI²-B on student outcomes.
Content Expertise—District RTI²-B Leadership Teams need at least one team member with behavioral expertise and experience to ensure the implementation integrity of RTI²-B practices at three levels: Training, Coaching, and Evaluation.
Team Composition: The District RTI²-B Leadership team is comprised of a group of stakeholders whose primary responsibilities, roles, and activities address the prevention and reduction of problem behaviors. The district leadership team manages and evaluates resources to support school behavior teams in the schools. Membership on this team requires a designated chair/external coach and will be comprised of a diverse and representative group of people.
Besides the designated chair/external coach(es), the district leadership team may include representatives from the following:
Curriculum and Instruction
Federal Programs Supervisor
Safe and Supportive Schools
A description of the possible members of the District RTI²-B Leadership Team and their possible roles follow:
District Leader/External Coach
A district leader/external coach is tasked with chairing the RTI²-Behavior District Leadership Team. This individual should have some flexibility in his/her daily responsibilities in order to oversee the day-to-day RTI²-B activities across the district.
Administrators/Supervisors represent their specific department(s) in action planning and implementation of RTI²-B:
Curriculum and Instruction Supervisor or Designee
Special Education Supervisor or Designee
Federal Programs Supervisor
Transportation Supervisor or Designee
Attendance Supervisor or Designee
Safe and Supportive Schools Supervisor or Designee
Educators may include one or all of the individual representatives below. All identities will be involved as a consultant and/or active participant of the district level team.
General Education: As a representative on the district level team, the general educator serves as a consultant and facilitator to critique RTI²-B implementation and make recommendations for successful implementation.
Special Education: As a representative on the district level team, the special educator serves as a consultant and facilitator to critique RTI²-B implementation and make recommendations for successful implementation.
Specialist representatives for the district team serve as a resource to guide the successful implementation of RTI²–B protocols and procedures. The specialists recommend research-based behavioral screeners for district approval and school use. They guide the district team to recognize the importance of understanding and following procedures for maintaining the fidelity of all three tiers of intervention. The RTI²-B team may include one or all of the individual representatives below.
Counseling: The district representative serves as a primary consultant to assist in the implementation of RTI²-B by providing knowledge and expertise specific to their profession.
Behavior management: The district representative ensures that school teams have representatives with behavioral expertise in all three tiers. When appropriate, he/she plans and coordinates behavioral professional development activities.
Data Management: The district representative analyzes and reports district discipline data by school to the district level team.
Mental Health: The district representative recommends and provides the district and school-based teams a connection to wrap-around support services for students in need.
School Psychologist: The district representative recommends and provides the district and school-based teams with interpretation of assessment data in order to make appropriate data-based behavioral decisions.
Parent/family representatives provide parental/familial concerns and informative feedback to the district team. An additional purpose of this leadership role is to strengthen effective and appropriate ways to communicate the RTI²-B process to families and to community stakeholders.