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SST Updates

SST Updates. 2011-2012 Nash-Rocky Mount Public School System. RTI and Behavior. At Tier II it is important to be very specific about the behavior being targeted. Examples: getting out of seat, speaking out of turn, hitting others, etc.

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SST Updates

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  1. SST Updates 2011-2012 Nash-Rocky Mount Public School System

  2. RTI and Behavior • At Tier II it is important to be very specific about the behavior being targeted. • Examples: getting out of seat, speaking out of turn, hitting others, etc. • While a student may exhibit several behaviors that are troublesome, it is necessary to select one or two behaviors that seem to be interfering the most with student academic success.

  3. RTI and Behavior • Behavior data needs to be collected for 5 days prior to the beginning of the intervention. This is your baseline. • Taking the data over 5 days is the only way to get a true picture of the frequency of the behavior. • It can also help to reveal patterns in the behavior, such as times of day or settings where the behavior is most likely to occur.

  4. Easy as ABC? • It may be helpful to complete an ABC chart to identify the: • Antecedent – what is happening to trigger the behavior (ex: transition) • Behavior – the specific behavior the student is engaging in (ex: running around room) • Consequence – what the student is gaining from the behavior (ex: peer attention)

  5. Behavior Interventions • Some resources for behavior intervention include: • The SST Notebook • http://www.interventioncentral.org/behavioral-interventions • http://ebi.missouri.edu/

  6. Behavior Progress Monitoring • http://www.interventioncentral.org/tools/behavior-report-card-generator • http://flpbs.fmhi.usf.edu/resources_rti.asp • http://onlinecharttool.com/graph.php • You will still need to gather baseline data about the frequency and/or severity of the behavior prior to implementing the intervention.

  7. Progress Monitoring • You must make sure that progress is being monitored with an approved progress monitoring tool. • Progress must be monitored at least once a week throughout the duration of the intervention. • If progress is only monitored every other week, the intervention will need to be done for twice as long. You HAVE to have enough data to make decisions about progress.

  8. CBM Reading Measures

  9. CBM Math Measures

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