RTI and SWPBS: Building School-Wide Behavior Support Plans
This paper examines the Response to Intervention (RTI) initiative and the School-Wide Positive Behavior Support (SWPBS) program as complementary multi-tiered frameworks for addressing students' academic and behavioral needs. It explains how RTI satisfies IDEA 2004 criteria for early intervening services and outlines the purpose of SWPBS in creating conducive learning environments. The paper then presents a comprehensive School-Wide Positive Behavior Support plan organized across three tiers—Universal Interventions, Targeted Interventions, and Individualized Interventions—covering culturally responsive school rules, reinforcement strategies, data collection methods, the Behavior Education Program, the Skillstreaming social skills curriculum, and wraparound family support services.
- Evolution of RTI and Its Purpose: Origins and goals of the RTI initiative
- How RTI Meets IDEA 2004 Criteria for Early Intervening Services: RTI alignment with federal IDEA 2004 requirements
- Purpose of SWPBS and Its Integration with RTI: SWPBS framework and synergy with RTI
- Tier 1: Universal Interventions: School-wide rules, screening, and reinforcement strategies
- Tier 2: Targeted Interventions and the Behavior Education Program: Targeted support, Skillstreaming, and behavior programming
- Tier 3: Individualized Interventions and Wraparound Services: Intensive individualized supports and family wraparound services
- References: APA-formatted source list
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What makes this paper effective
- Clearly connects two distinct frameworks—RTI and SWPBS—showing how they function synergistically rather than in isolation, which strengthens the practical argument for combining them.
- Moves logically from conceptual explanation (what RTI and SWPBS are) to applied policy alignment (IDEA 2004) and then to a concrete three-tier implementation plan, giving the paper a coherent structure.
- Grounds each tier in specific, operationally defined practices—culturally responsive rules, reinforcement strategies, and data collection methods—demonstrating applied knowledge rather than mere description.
Key academic technique demonstrated
The paper effectively uses direct quotation alongside paraphrase to integrate sources. For example, it quotes Fisher and Frey (2010) to explain the philosophical foundation of RTI and quotes Bohanon et al. (2016) to justify the RTI–SWPBS integration at Tier 2, showing how evidence-based literature can anchor practical plan development.
Structure breakdown
The paper is divided into two parts. Part I covers conceptual and theoretical content: the origins and purpose of RTI, its alignment with IDEA 2004, the purpose of SWPBS, and the rationale for combining both frameworks. Part II presents a practical School-Wide Positive Behavior Support plan organized into Tier 1 (universal screening, culturally responsive rules, reinforcement, and consequences), Tier 2 (targeted interventions, RTI integration, and the Behavior Education Program with Skillstreaming), and Tier 3 (individualized interventions, assessment-driven supports, and wraparound family services). References follow in APA format.
Evolution of RTI and Its Purpose
The Response to Intervention (RTI) initiative is a multi-tiered program designed to facilitate the early identification of students with special educational and behavioral needs (What is RTI?, 2016). The purpose of the RTI initiative is two-fold: the first is the provision of high-quality educational services, and the second is the screening of all young learners in general education classrooms (What is RTI?, 2016). The evolution of the RTI initiative was based on early experiences with differentiated instruction as an alternative to conventional practices. In this regard, Fisher and Frey (2010) report that "in many schools, instruction and time are constant — they do not vary on a student-by-student basis. RTI was designed as a way to encourage teachers to vary instruction and time to create a constant level of learning" (p. 15).
The RTI program also includes the key assumption that all young learners are capable of achieving high levels of academic performance, provided that the educational system varies the type of instruction they receive and the amount of time they are allotted to learn (Fisher & Frey, 2010).
How RTI Meets IDEA 2004 Criteria for Early Intervening Services
The RTI initiative satisfies the IDEA 2004 criteria for early intervening services and authorizes educators to identify appropriate interventions that can be used to address the specific needs of students when those needs manifest (What is RTI?, 2016). The IDEA 2004 criteria for early intervening services authorizes the use of data collected through RTI strategies for evaluations of children with special needs (Response to intervention, 2007). It is also important to note that parents are authorized to request a formal evaluation to determine their children's eligibility for special education at any point in the RTI process pursuant to IDEA 2004 (What is RTI?, 2016).
Purpose of SWPBS and Its Integration with RTI
The overarching purpose of the School-Wide Positive Behavior Support (SWPBS) program is to provide educators with a viable framework within which a school environment conducive to learning is developed in order to improve students' social-emotional outcomes (What is SWPBS?, 2016). According to the Missouri Schoolwide Positive Behavior Support website, SWPBS "is a proactive approach that relies on research-based practices, including developing clear behavioral expectations, teaching these expectations, acknowledging appropriate behavior, consistently correcting inappropriate behavior, and using behavioral data to systematically solve problems" (What is SWPBS?, 2016, para. 3). Like the RTI program, SWPBS is also a multi-tiered framework used to help young learners who fail to respond adequately to interventions at Tier 1 (What is SWPBS?, 2016).
The combination of the RTI and SWPBS programs provides a synergistic approach that focuses on both academic outcomes and the promotion of behaviors needed for a safe and effective learning environment along a continuum that recognizes special learning needs (Bohanon, Goodman, & McIntosh, 2016).
The addition of a social skills program to Tier 2: Targeted Interventions is consistent with the goals of the Behavior Education Program because this level of intervention is specifically designed to provide young learners with the intensive instruction they need to overcome behavioral deficits in order to graduate to Tier 1 or rejoin the general classroom (What is RTI?, 2016).
Tier 1: Universal Interventions
Evidence-based practices are used to deliver high-quality educational services at Tier 1: Universal Interventions, and all students will be screened on a regular basis to determine the impact that any learning or behavioral deficits are having on outcomes. Young learners identified with these types of deficits will be provided with additional instruction for as long as necessary, but generally no longer than eight weeks. Following the completion of this program, students are re-evaluated for their potential to return to the regular classroom or to move to Tier 2 if they fail to demonstrate adequate progress (What is RTI?, 2016).
Culturally Responsive School Rules
The following three operationally defined culturally responsive school rules have been established:
1. Students will conform to appropriate cultural norms concerning the expectations of what represents "proper" and "improper" behavior in certain situations.
2. Students will remain aware of the diversity within the classroom.
3. Students will avoid being judgmental and will recognize cultural communication and language differences (Bertani, Carroll, & Castle, 2010).
Positive Reinforcement Strategies
Students who routinely comply with the culturally responsive school rules will be given vouchers that can be used in the school store to purchase supplies or snacks, and those who avoid any infractions will be given a pizza party at the end of the semester.
Consequences for Non-Compliance
Students who routinely fail to comply with the three school rules will not receive vouchers or a pizza party and will be issued a written warning that must be signed by both parents and/or guardians. They will be evaluated for placement in Tier 2 or Tier 3 if progress is not made.
Data Collection and Progress Monitoring
The data collected from periodic universal screenings and continuous progress monitoring will be analyzed using a conventional data analysis application such as SPSS or Excel to ensure students are placed in the least restrictive learning environment congruent with their needs.
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