School Team

Description: In order to successfully implement RTI²-Behavior at an individual school level, a systematic approach is required which includes four common components.  The first of these components is administrative support to ensure that the school is committed to implementation with fidelity.  The second component is a strong leadership team led by the school’s RTI²-Behavior Internal Coach to coordinate implementation efforts.  The third component is effective communication between the Internal Coach and the District Coordinator to distribute latest information and best practices.  The fourth component is consistent data collection and use of data in problem solving and decision-making.

Components: The graphic below, which is referenced in the School Wide Positive Behavior Implementation and Assessment Blueprint, is an excellent guide for the School RTI²-Behavior Leadership Team, just as it is for the district leadership team. At the center is the Leadership Team, which is consistent with RTI²-Behavior being a team-implemented framework. As implementation progresses, the School Leadership Team must address the four supportive systems at the top of the graphic: Funding, Visibility, Political Support, and Policy.

From Positive Behavioral Interventions and Supports Implementation Blueprint, version 18, October 19, 2015

From Positive Behavioral Interventions and Supports Implementation Blueprint, version 18, October 19, 2015

  • Funding—The School RTI²-Behavior Leadership Team develops a plan to ensure ongoing funding at the school level.

  • Visibility and Dissemination—Having RTI²-B as a visible and viable brand that is immediately recognizable to school staff, parents, PTO, and community members is critical to its success in the school. The School RTI²-B Leadership Team develops and disseminates information about RTI²-B to all stakeholders through websites, newsletters, presentations, site visits, and media coverage.

  • Political Support—In order to secure the support of the district administration and all stakeholders, the RTI²-B framework must be embedded into the structure of the school. The School RTI²-B Leadership Team ensures that social behavior and school climate is one of the school’s top three to five goals in alignment with district goals.

  • Policy and Systems Alignment—The School RTI²-B Leadership Team supports the district policies that ensure implementation and sustainability of RTI²-B.

  • Personnel Readiness—The school will provide training to all faculty, staff, and support personnel in the area of RTI²-B.

The four boxes at the bottom of the graphic are components that must be developed and maintained with fidelity at the school level. These components include Training, Coaching, Evaluation, and Behavioral Expertise.

  • Professional Development—The School RTI²-B Leadership Team will see that the staff receives an overview of RTI²-B, as well as the trainings for Tiers 1, 2, and 3. The trainings will explain the components of RTI²-B, the benefits it will bring to their school, and what the process will be for the school to design and implement the framework.

  • Coaching and Technical Assistance—The internal coach is an integral part of the School RTI²-Behavior Leadership Team and is the main contact and liaison between the school and the district external coach. Administrators at the school level must ensure that RTI²-B coaches have the time, training, and resources to fulfill their responsibilities.

  • Evaluation and Performance Feedback—The School RTI²-B Leadership Team utilizes all evaluation data to determine the progress of implementation of RTI²-B, both for individual students and school wide.

  • Content Expertise—The School RTI²-B Leadership Team needs at least one team member with behavioral expertise and experience to ensure the implementation integrity of RTI²-B at Tiers 1, 2, and 3.

Team Composition: The school RTI²-Behavior Leadership Team is composed of a group of stakeholders whose primary responsibilities, roles and activities address the prevention and reduction of problem behaviors.  This team should be a cross-section of school personnel who reflect the race and ethnicity of the students in the school.  The school team oversees the day-to-day implementation of RTI²-Behavior, ensuring that tools for implementation success are available.  This team requires a designated chair/internal coach.

Besides the designated chair/internal coach, the school team includes representatives from the following:

General Education
Special Education
School Psychology
School Counselor
Behavior Management
Mental Health
Data Management
Support Staff
Parent/Family Member

A description of possible members of the School RTI²-Behavior Team and their possible roles follow:

  • Chair/Internal Coach is tasked with chairing the RTI²-B Team. This person should have some flexibility in his/her daily responsibilities in order to oversee the day-to–day activities in the school.

  • School Administrator provides primary administrative support and sets the expectations for successful RTI²-B implementation within the school. He/she may appoint a school-level RTI²-B chair/internal coach and a team of representatives to serve on the school level.

  • General and Special Education serve as active members of the team to critique RTI²-B implementation and make recommendations for successful implementation. All team members are expected to assist in day-to-day activities in the school for successful RTI²-B.

  • Specialists include School Psychologist, School Counseling, Behavior-Management Specialist, Mental Health Professional, and Data Management Personnel. These team members serve as active team members to guide the successful implementation of RTI²-B protocols and procedures. Their responsibility is to assure team recognition of the importance of understanding and following protocols and procedures for maintaining the fidelity for all three tiers of intervention. As stated above, all team members are expected to assist in day-to-day activities in the school for successful RTI²-B implementation.

  • Support Staff serve as active members of the team and share concerns and their unique perspective. Members who represent areas of the school such as cafeteria, office, and transportation, as well as paraprofessionals should be considered for team membership.

  • Parent/family member serves as an active member of the team by sharing family perspectives and concerns, thus providing informative feedback to RTI²-B team.

  • Student serves as an active member of the team by sharing student perspectives and concerns, thus providing informative feedback to RTI²-B team.