SEBH RtI | Mary Welsh Staff

Raider Way

The "Raider Way" refers to the knowledge base, character traits, interpersonal competencies, and executive functioning skills that we develop universally in our students and staff.

Response to Intervention

Acquisition-Based Interventions

Interventions explicitly designed to teach students specific skills that enable them to meet the challenges, demands, and expectations of school and classroom environments. At the Tier 2 level, acquisition-based interventions are delivered in a small group format for 4-8 students with similar skill acquisition needs.

VS

Performance-Based Interventions

Interventions explicitly designed to encourage, motivate, and support students to apply the knowledge, behaviors, and skills they possess. These interventions do not teach skills but rather embed supports in the environment to encourage and motivate the student to apply the knowledge, behaviors, and skills they possess.

Universal Core Tier 1 Instruction and Support

Character Strong Tier 1 as Part of Morning Meetings

Teachers provide Character Strong Tier 1 instruction in a Morning Meeting format on a daily basis to develop, maintain, and reinforce character traits that match the Raider Way. Students work to enhance their classroom community and support one another. Teachers follow team pacing, provide at least 50 minutes of instruction per week, and mark off lessons as completed in Character Strong.

Log in to Character Strong

In-Class Rest & Return Areas

Each classroom has an established Rest & Return area that is designated for students to use when needed. Instruction occurs about how to use the Rest & Return area, and the items in the area have been explicitly explained to students so they know how to appropriately use them to self-regulate and return to regular classroom activities. Rest & Return areas should be in the classroom (not the hallway) and be visible to staff for supervision of students.

Learn More about Rest & Return

Classroom and Common Area Expectations

Adults in the building work to recognize the positive things that students do to systematically reinforce expected behaviors.

Five to one ratio of positive to corrective comments.
Teaching the expectations of being respectful, responsible, and safe in the classroom and throughout the building
Creating class rules/expectations through class discussion
Rules/expectations phrased in a positive statement

Learn more about the power of the 5:1 Ratio

Teacher Child Interaction Training

Teacher-Child Interaction Training (TCIT) is a program that aims to improve the social, emotional, and behavioral skills of students aged 3–7. It's based on Parent-Child Interaction Therapy (PCIT) and is designed for classroom educators and mental health providers. TCIT includes a number of components, including:

Positive reinforcement- TCIT uses praise, teacher modeling, and classroom management strategies to encourage positive behaviors and discourage disruptive ones. For example, teachers can praise students for acting appropriately, such as using their pencil or sitting before the bell.
Core skills- TCIT identifies five core skills that teachers can use to improve relationships with students, including praise, reflection, imitation, description, and enjoyment. Teachers can reinforce these skills by giving students opportunities to lead activities and observing them.

Learn More About TCIT

Staff Input/Referral Form (share with a Tier 2 Team Member)