As part of our RTI implementation, Eliot Arts Magnet uses the following proactive/preventative, research-based strategies:
1. Strategic establishment of positive relationship with all students (know more than just the student’s name!)
2. 5 to 1: 5 positive interactions for every one negative interaction in class. Can be a smile, pat on back, reward ticket, etc. Keep class environment positive.
3. Smile! A LOT!
4. Positive greetings at door to all students as they enter can be used as a precorrect as long as it remains positive.
5. Competent communication all reprimands and corrections delivered in Nonthreatening manner.
6. Class behavioral expectations Posted and Taught explicitly and repeatedly.
7. Productively organized classroom. (Easy flow in and out of room, seating organized effectively, clear procedures, etc.).
8. Transitions taught and managed well. (Changing tasks, class movement, etc)
9. Limited independent seat work, limited to skill fluency practice.
10.Teaching, modeling, reinforcing prosocial classroom skills (following directions first time, active listening, patient waiting, etc.).
11.Teacher mobility (teach like the floor’s on fire, never stand still!), proximity control (be closer to where problem behaviors are, or are likely.
12.Motivational system is in place. (Token economy #5, and GBG # 4)
13.Goal setting and performance feedback is routine.
14.Visual schedule of classroom activity is posted and used.
15.Cuing system used to release and regain student attention
16.Numerous opportunities to respond to teacher questions AND interact with classmates (choral response, random student call, thinkpairshare, etc.).
When individual students need more behavioral support, we rely on research-based interventions which best meet the student's individual needs. Interventions might include:
1. Behavior Contract
2. Mentor Based Check in/Check out
3. Self Monitoring
4. School Home Note
5. Class Pass (ZeroOut Room/Boring Room)
6. Peer Monitoring
Interventions are chosen with specific outcomes, rewards, and consequences and with a timeline and target behaviors for exiting the intervention. Students placed on an intervention are assigned to a specific staff member who monitors and reports on outcome/effectiveness of intervention.