Improving School Climate Through Behavioral Response to Intervention

Introduction

Response to Intervention (RTI) was initially developed as a way for schools to improve student learning by identifying and remediating students at risk for learning disabilities (Fuchs, 2004). This schoolwide delivery model allows students to move through the multitiered system based on their academic needs, with additional supports available to those with the greatest academic need. Similar to academic RTI, behavioral RTI provides a continuum of behavioral supports designed for all students, with a progression in place for those needing greater assistance. The focus of RTI has been primarily in elementary schools and some middle schools; however, the implementation of behavioral RTI in high schools is growing. Currently, there are high schools in every state implementing RTI, with 17 states including behavioral RTI in at least 20% of their high schools (Flannery, Hershfeldt, & Freeman, 2018).

The increase in behavioral RTI at the high school level is much needed as the demographics of schools continue to change and student populations become more diverse. It is critical that schools are prepared to meet the needs of all students, including their behavioral needs. This process is important for the teachers as well as the students because many teachers report struggles with classroom management. It is especially a concern at the high school level because often teacher preparation programs focus more on content than pedagogy at the secondary level (Bohanon et al., 2006). RTI is a way to help support and train teachers in effective behavioral procedures while providing a structure for both teachers and students to better navigate the school rules and procedures that results in fewer behavior concerns, better teacher satisfaction, and a more positive school climate (Flannery, Sugai, & Anderson, 2009; Hawken, Vincent, & Schumann, 2008).

Developing a positive school culture also leads to improved academic outcomes, which is important given the emphasis today on career and college readiness. RTI provides an effective platform to deliver the layers of support needed to increase college and career readiness for many more students (Freeman, Kern, Lombardi, Swain-Bradway, & Sugai, 2018). Creating a culture that supports the socio-emotional and academic needs of all students also helps decrease dropout rates by providing more unified school supports for at-risk students (Kern & Wehby, 2014). Incorporating academic and behavioral RTI improves outcomes for high school students in different settings, including urban and alternative high schools (Bohanon et al., 2006).

Figure 1.

Academic and behavioral RTI

The most effective RTI programs are those that incorporate both academic and behavioral RTI. Figure 1 demonstrates the shared characteristics of RTI whether designed as an academic or behavioral support system. Generally, both models consist of three tiers, and students move up in the tiers as the intensity of their needs increase.

Overview Of Behavioral Rti

Behavioral RTI is a schoolwide, evidence-based service delivery model for all students and staff within the school. The purpose of behavioral RTI is to create a positive school culture that improves both social/behavioral and academic success (Kern & Wehby, 2014). Schools are increasingly focused on using this type of multitiered preventative approach to address challenging behaviors (Lane, Wehby, Robertson, & Rogers, 2007). This proactive system is designed to prevent new behavior problems from occurring while simultaneously managing existing behaviors and providing a positive school environment. There are numerous behavioral models that are very similarly designed to help meet students’ academic, behavioral, and social needs, such as Multitiered System of Support (MTSS), also referred to as RTI, and Positive Behavioral Interventions and Supports (PBIS). PBIS offers a multitier systems approach for the prevention and intervention of behavioral difficulties through policies, structures, identification, and evidence-based practices. Within each tier, the same basic means for implementation includes: