An Instructional Approach to Behavior Utilizing Rti
An Instructional Approach To Behavior Utilizing The RtI Framework
A Reaction Paper
Academic achievement is how we measure the effectiveness of our instructional programs. Students’ behavior impacts the classroom climate and plays a significant role in active engagement of instruction. Teachers identify appropriate behavior as a high priority for student success (Carpenter & McKee-Higgins, 1996). In response to a 2004 survey, 75% of teachers identified behavior problems as the main reason they spend less time teaching and cannot teach as effectively (Guardino & Fullerton, 2010). Smith &Rivera (as cited in Carpenter & McKee-Higgins, 1996) note that the misbehavior of one or a small group of students can spread to others even in classrooms that have rules and expectations established and communicated to students. This causes time to be taken away from instruction. “You have to have practices and structures that enable students to learn” (Zehr, 2011, para. 8). Sayeski and Brown (2011) describe how you can apply the Response to Intervention (RtI) framework to classroom management.
RtI has been referred to as the new buzz word in education today. This practice is relatively new to some but has been around for several years (Phillips, n.d.). RtI is a multi-tiered approach that uses research-based interventions and progress monitoring. The goal is for the majority of students to respond to a classroom-wide (or school-wide) practice that focuses on prevention. If students do not respond positively to preventive practices in Tier 1, more intensive interventions are put into place (Tier 2). A small number of students need individualized, intense interventions and that is found in Tier 3 (Sayeksi & Brown, 2011). Carpenter & McKee-Higgins (1996) state that effective behavior management programs are responsive to individual and group behaviors and are proactive in nature. Teachers are challenged to find proactive and preventative
A Reaction Paper
Academic achievement is how we measure the effectiveness of our instructional programs. Students’ behavior impacts the classroom climate and plays a significant role in active engagement of instruction. Teachers identify appropriate behavior as a high priority for student success (Carpenter & McKee-Higgins, 1996). In response to a 2004 survey, 75% of teachers identified behavior problems as the main reason they spend less time teaching and cannot teach as effectively (Guardino & Fullerton, 2010). Smith &Rivera (as cited in Carpenter & McKee-Higgins, 1996) note that the misbehavior of one or a small group of students can spread to others even in classrooms that have rules and expectations established and communicated to students. This causes time to be taken away from instruction. “You have to have practices and structures that enable students to learn” (Zehr, 2011, para. 8). Sayeski and Brown (2011) describe how you can apply the Response to Intervention (RtI) framework to classroom management.
RtI has been referred to as the new buzz word in education today. This practice is relatively new to some but has been around for several years (Phillips, n.d.). RtI is a multi-tiered approach that uses research-based interventions and progress monitoring. The goal is for the majority of students to respond to a classroom-wide (or school-wide) practice that focuses on prevention. If students do not respond positively to preventive practices in Tier 1, more intensive interventions are put into place (Tier 2). A small number of students need individualized, intense interventions and that is found in Tier 3 (Sayeksi & Brown, 2011). Carpenter & McKee-Higgins (1996) state that effective behavior management programs are responsive to individual and group behaviors and are proactive in nature. Teachers are challenged to find proactive and preventative
References: Carpenter, S. L. & McKee-Higgins, E. (1996, July). Behavior management in inclusive classrooms. Remedial and Special Education, 17(4), 195-203. Guardino, C. A. & Fullerton, E. (2010, July/Aug). Changing behaviors by changing the classroom environment. Exceptional Children, 42(6), 8-13. Musti-Rao, S., Hawkins, R. O., & Tan, C. (2011, Sept/Oct). A practitioner’s guide to consultation and problem solving in inclusive settings. Exceptional Children, 44(1), 18-26. Phillips, K. (n.d.). How to use response to intervention for behavior management. Teach Hub. Retrieved February, 20, 2013 from http://www.teachhub.com/rti-behavior-management. Sayeski, K. L. & Brown, M. R. (2011, Sept/Oct). Developing a classroom management plan using a tiered approach. Exceptional Children, 44(1), 8-17. Zehr, M. (2011). A progressive approach to discipline. Education Week, 30(22), S12-S13.