Frequently Asked Questions (FAQs)
How is RTI²-Behavior different from RTI² for academics and PBIS?
RTI²-B is very similar to RTI²-A, but RTI²-B focuses strictly on behavior. RTI²-B was designed to complement RTI²-A in Tennessee, utilizing a similar framework of multi-tiered support, data-based decision making, leadership teaming, fidelity monitoring, etc that we use for academics and also applying it to behavior.
RTI²-B is synonymous with PBIS in Tennessee. PBIS stands for Positive Behavior Interventions and Supports and is an internationally recognized framework for behavior management. In TN, we call PBIS RTI²-B in order to complement the multi-tiered system of supports that is currently respected and implemented in our state through RTI²-A.
What are the benefits of RTI²-B?
Schools that implement RTI²-B with fidelity can expect to see an increase in school safety and student achievement, as well as increased teacher, student, and parent satisfaction with the school climate. RTI²-B has also been shown to decrease office discipline referrals, classroom disruptions, suspensions, and expulsions, which means that students have more time in class to learn. This proactive approach can save countless hours of teacher and administrator time over the school year.
What is the process of training in RTI²-B? How long does it take to complete?
RTI²-B training requires a 3-5 year commitment from districts and/or schools. Tier 1 training occurs before the first year of implementation and is three full days of training. After implementing each tier with fidelity for at least one year, schools are eligible for the next tier of training. Both Tier 2 and Tier 3 trainings are one day trainings. We also offer a supplemental, optional training in Family and Community Engagement, which is 1 and a half days of training.
What is an RTI²-B Coach?
A coach is the RTI²-B team leader. Each school should have an RTI²-B External and Internal Coach. The External Coach is the district leader for RTI²-B and oversees district implementation of RTI²-B. The Internal Coach is the school leader for RTI²-B and oversees school implementation of RTI²-B. For more information about the coaching role, visit our coach page.
What are the District, School, and Student Teams in the RTI²-B Framework?
The district team is led by the external coach and provides district-level leadership and support of RTI²-B implementation, while the school team is led by the internal coach and focuses on the individual school’s RTI²-B implementation. The student leadership team is comprised of students and provides a space for them to provide feedback about the framework. Schools may also choose to develop a Family and Community Engagement team, which provides leadership and support on engaging families and communities in RTI²-B.
Can you implement RTI²-B without a budget for it?
There are many free acknowledgements that are of high interest to students and faculty. In training, we provide you with tons of ideas on how to implement RTI²-B without breaking the bank.
What do you do about teachers who are not following or implementing properly?
This question really gets at the heart of why we require administrator buy-in prior to training. We require that administrators at the school and district level sign a letter of agreement to support RTI²-B implementation. Therefore, when issues arrive with staff implementation, that should be addressed by an administrator.
How can this be effective at the high school level? That age should already know how to behave.
Yes, they should. Unfortunately, that is not usually the case. Just as students can go through school not learning their multiplication facts, they can also go through school not knowing what is expected of their behavior or what is socially acceptable. Our hope is to teach behaviors that will allow them to be more productive adults once they graduate high school.
Why should I ‘bribe’ a student to behave?
Acknowledging a student for making good choices is not bribery, it is simply increasing the probability that they will engage in the desired behavior. If teachers were offered a bonus at the end of the school year if they taught their standards and increased achievement (which is what they are hired to do), is that a bribe? Or is it simply increasing the probability that it will happen? We all appreciate being acknowledged and rewarded for doing a good job.