Response to Intervention and School-wide Positive Behavior Support Program 5 pages, APA

Response to Intervention and School-wide Positive Behavior Support Program 5 pages, APA

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Prepare a 5 page proposal (not including title and reference pages) that Mr. Knightly and Ms. Dailey can present at the next School Board meeting that covers the following topics:

Part I

Introduce the Response to Intervention (RTI) program and the School-wide Positive Behavior Support (SWPBS) program to the School Board members by defining these programs.

  • Explain the evolution of RTI and its purpose
  • Explain how RTI meets IDEA 2004 criteria for “Early Intervening Services.”
  • Explain the purpose of SWPBS
  • Relate the ways in which the combination of RTI and SWPBS can support student success in academics and promote socially acceptable behaviors conducive to learning.
  • Explain how the addition of a social skills program to Tier 2: Targeted Intervention (SWPBS) can provide an extra layer of training for socially significant behaviors in the Behavior Education Program .

After providing the School Board with basic information regarding RTI and SWPBS, and discussing the advantages of adding the social skills program to Tier 2 of the SWPBS plan, you will present a demonstration model of an RTI and SWPBS, with a social skills program, to the Board.

  • Part II

Develop a School-Wide Positive Behavior Support plan for Jackson Elementary School. Include the following:

  1. A) Tier 1: Universal Interventions
  1. Devise and operationally define three (3) culturally responsive school rules.
  2. Develop positive reinforcement strategies aligned with the three (3) rules.
  3. Develop consequences for students who do not comply with the three (3) school rules.
  4. Explain how you will teach students the three (3) rules, and how students will earn positive reinforcement (and what those reinforcements will be) and what the consequences will be for not complying with the rules.
  5. Prepare data collection devices to record data from universal screening and continuous progress monitoring to make decisions regarding students’ progress.
  1. B) Tier 2: Targeted Interventions
  1. Summarize the selection process for placing at-risk students in Tier 2.
  2. Explain how RTI can be integrated into Tier 2.
  3. Develop the Behavior Education Program :
    • Construct a reinforcement system for appropriate behaviors
    • Explain the essential elements of the Behavior Education Program
    • Select one social skills program from the following list to incorporate into the Behavior Education Program and explain the components of the program and how it will be implemented.
      • Skillstreaming
      • ACCEPTS
      • ACCESS
      • Stop and Think
      • Replacement Behavior Training
      • Social Stories
      • Videotherapy
  1. C) Tier 3: Individualized Interventions
  1. Summarize the criteria for placement of students in Tier 3.
  2. Develop the system of supports that Jackson Elementary School will provide at this level.
  3. Explain the assessment approaches that will be used. How will the assessment results guide the selection of needed supports?
  4. Explain how wraparound services can support not only the student but also the family.

Papers should incorporate information from your readings with ideas of how those concepts can be applied to Jackson Elementary School. Your Assignment should be double-spaced; in 12-point, Times New Roman font; and in APA format. Please use your textbook as your main source for this paper, but you may include other sources as needed to support your plan.

 

 

 

This is the actual assignment

Part I

Introduce the Response to Intervention (RTI) program and the School-wide Positive Behavior Support (SWPBS) program to the School Board members by defining these programs.

  • Explain the evolution of RTI and its purpose
    • See Unit 8 and Chapter 12.Describe why RTI was developed, what was being used before RTI and why did we need to move away from that?
  • Explain how RTI meets IDEA 2004 criteria for “Early Intervening Services.”
    • See Unit 8 and Chapter 12.See Discussion Board for Unit 8 where we discussed laws related to RTI.
  • Explain the purpose of SWPBS
    • See Unit 9 and Chapter 13.Reading discusses purpose of SWPBS.
  • Relate the ways in which the combination of RTI and SWPBS can support student success in academics and promote socially acceptable behaviors conducive to learning.
    • See the Response-to-Intervention section in Chapter 13.
  • Explain how the addition of a social skills program to Tier 2: Targeted Intervention (SWPBS) can provide an extra layer of training for socially significant behaviors in the Behavior Education Program.
    • See Social Skills Training section in Chapter 13.

Part 1 should be focused on introducing the reader to RTI and SWPBS including the purpose and benefits of both.Consider your audience – the School Board.You are trying to convince them to “buy into” using RTI and SWPBS in the school system.You need to be persuasive.Use information from your reading to support your answers.This section should be about 1 page.

After providing the School Board with basic information regarding RTI and SWPBS, and discussing the advantages of adding the social skills program to Tier 2 of the SWPBS plan, you will present a demonstration model of an RTI and SWPBS, with a social skills program, to the Board.

Notice that you are instructed to present a demonstration model.This means you are applying what you have learned to come up with an actual program.What you describe should be able to be implemented today.

  • Part II

Develop a School-Wide Positive Behavior Support plan for Jackson Elementary School. Include the following:

  1. A) Tier 1: Universal Interventions

1.Devise and operationally define three (3) culturally responsive school rules.

See Unit 4 where we discussed classroom rules.In the Discussion Board for that Unit, you needed to come up with classroom rules.Take what you learned during that Unit and apply it school-wide.What would be 3 school rules that meet the criteria of being observable, measurable, and repeatable?Make sure to go back and look at my feedback (in the Discussion Board and gradebook) regarding your rules.Many of you had rules that were not observable behaviors.You will lose points if your rules do not meet the criteria of being observable, measurable, and repeatable.

You have 2 tasks here: identify 3 school rules and then define each in observable terms.If you just list rules and do not define them, you will get half of the points.

2.Develop positive reinforcement strategies aligned with the three (3) rules.

How are you going to positively reinforce the behaviors you came up with above?Taking what you learned about positive reinforcement (Unit 6), what specifically will you use as a reinforcer for the 3 rules?Be specific here and tell me the contingency (the if…then statement).For example, if Jamie exhibits the school rule “BE PREPARED” by bringing his pencils, notebook, and calculator, then the teacher will praise him and assign one point to his point card.

3.Develop consequences for students who do not comply with the three (3) school rules.

See the Discussion Board for Unit 4 where we talk about consequences for non-compliance with classroom rules.You can use similar ideas here.Don’t go too severe here – consider the severity of the infraction.If a student forgets to bring a pencil to class, he shouldn’t be suspended JConsequences don’t necessarily mean office referral, detention or suspension.The consequence should be brief and minimal so that you can get back to encouraging and reinforcing appropriate behavior.

4.Explain how you will teach students the three (3) rules, and how students will earn positive reinforcement (and what those reinforcements will be) and what the consequences will be for not complying with the rules.

This is just going along with the “develop” above.Questions 1-4 all go together.Just make sure you cover all the bases described in question 4.

5.Prepare data collection devices to record data from universal screening and continuous progress monitoring to make decisions regarding students’ progress.

How will you collect data on whether or not students are following the school rules?See Unit 4 and Chapter 8 for how to record data.You only need to record one type of data.Just tell me how you will record data, you don’t need to have a data sheet or graph data or anything like that.

Part 2A should be about 1 page.Focus on application of what you have learned, not defining terms such as what a behavior is or what a classroom rule is.I know what they are.I need to know that you know how to come up with them.

  1. B) Tier 2: Targeted Interventions

1.Summarize the selection process for placing at-risk students in Tier 2.

See Unit 9 and Chapter 13.You have several options described in the reading for identifying at-risk students and moving them into Tier 2.Pick one and apply it.How will your school use that one selection process?

2.Explain how RTI can be integrated into Tier 2.

See RTI section in Chapter 13.

3.Develop the Behavior Education Program :

First, remember what a Behavior Education Program (BEP) is: it is a program developed for ONE student as a Tier 2 intervention.It may be implemented with multiple students at a time, but each student should have their own individualized BEP.For question 3, you are focusing in on developing a BEP for a student.

  • Construct a reinforcement system for appropriate behaviors

How will appropriate behaviors be reinforced?This needs to go beyond simple praise.This student has made it to Tier 2 and needs more support than students in Tier 1 get.Think contingency contract or token economy – something like that.

  • Explain the essential elements of the Behavior Education Program

See the section on BEPs in Chapter 13.5 elements are noted and described.How will you use them with this hypothetical student?Pull your answer for the next question into your explanation here.Where will the social skills program fit into the 5 elements?

  • Select onesocial skills program from the following list to incorporate into the Behavior Education Programand explain the components of the program and how it will be implemented.
  • Skillstreaming
  • ACCEPTS
  • ACCESS
  • Stop and Think
  • Replacement Behavior Training
  • Social Stories
  • Videotherapy

This one is pretty self-explanatory.Pick a social skills program described in Chapter 14 and explain how it will be implemented with your hypothetical student.

Part 2B will likely be longer – 2 pages at least.

  1. C) Tier 3: Individualized Interventions

1.Summarize the criteria for placement of students in Tier 3.

How do students get into Tier 3?See Chapter 13.This is likely just going to be a sentence or two.

2.Develop the system of supports that Jackson Elementary School will provide at this level.

What will your school provide to a student who is in Tier 3?See section Trinity of Behavior Management in Chapter 13.

3.Explain the assessment approaches that will be used. How will the assessment results guide the selection of needed supports?

Hint: you will be using functional behavior assessments.Any answers that veer away from this will be incorrect.See the readings on Functional Behavior Assessment (Chapter 8) and Functional Behavior Analysis (Chapter 9).Remember that our intervention choices are based upon the results of a functional behavior assessment and address the function of the student’s behavior.Review this information.

4.Explain how wraparound services can support not only the student but also the family.

See section on Wraparound services in Chapter 13.How will your school use wraparound services?

This section will likely be 1-2 pages.

Papers should incorporate information from your readings with ideas of how those concepts can be applied to Jackson Elementary School. Your Assignment should be double-spaced; in 12-point, Times New Roman font; and in APA format. Please use your textbook as your main source for this paper, but you may include other sources as needed to support your plan.

five elements of the Behavior Education Program these are daily check in, feedback from classroom teachers throughout the day, daily check out, data collection with progress monitoring, and parent feedback

 

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