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RtI2-B Roles & Teams

RTI2-B stands for Response to Instruction and Intervention for Behavior. RTI2-B helps schools create a positive culture for students and staff with the goal of improving academic and behavioral outcomes for all students. All of these efforts require a shared commitment school wide to teach and reinforce positive behavior. It also involves adopting an optimistic view that all students can learn appropriate behavior if sufficient and supportive opportunities to learn are provided. Furthermore, student and staff contributions to the school create a positive and proactive way to acknowledge, engage, and respect all stakeholders.

The purpose of RTI2-B is to empower educators to equip all students with the opportunity to meet high expectations regarding behavior and the support to reach every student. Also, students, families, and educators can work together to develop and contribute to a shared school vision. Tennessee Behavior Supports Project can help schools meet that goal.

Educator Roles in RTI2-B

  • Implement the RTI²-B framework (model school-wide expectations, teach school-wide expectations, acknowledge students for meeting expectations)
  • Provide feedback to RTI²-B leadership team
  • Participate in school and community RTI²-B events
  • Implement whole-class, small-group, and individualized supports to help all students be successful
  • Use effective classroom management practices to help enhance Tier I in the classroom setting

Administrator Roles in RTI2-B

  • Establish RTI2-B as a high priority within the school
  • Support implementation efforts of RTI2-B
  • Build RTI2-B fluency (attend trainings and professional development days)
  • Establish a representative leadership team to lead implementation efforts (select capable team members, ensure team is representative of school staff)
  • Allocate time and resources to implementation efforts
  • Guide (rather than dictate) decision-making
  • Foster communication among leadership team and school staff
  • Facilitate leadership by modeling and reinforcing RTI2-B implementation
  • Regularly attend and participate in RTI2-B team meetings
  • Provide recognition to staff and the team for their RTI2-B implementation efforts
  • Serve as the spokesperson to community stakeholders about the positive impact of RTI2-B
  • Monitor and provide feedback to all staff about RTI2-B implementation efforts

(Adapted from: Colvin, G., & Sprick, R. (1999))

Starting RTI2-B at Your School

In order to implement RTI2-B successfully at an individual school level, a systematic approach is required. This includes four common components. The first component is administrative support to ensure the school is committed to implementation with fidelity. The second component is a strong leadership team led by the school’s RTI2-B team lead to coordinate implementation efforts. The third component is effective communication between the school team leader and the external coach to distribute the most current information and best practices. The fourth component is consistent data collection and use of data in problem solving and decision-making.

The administrator leads the work of the teachers, support staff, families, community, and students. A strong leader will also provide opportunities for leadership among those in the school, including students. The development of a RTI2-B school leadership team is one such opportunity.

If your school is interested in implementing the RTI2-B framework and would like training and support, please contact us.

In order to implement RTI2-B successfully at an individual school level, a systematic approach is required. This includes four common components. The first component is administrative support to ensure the school is committed to implementation with fidelity. The second component is a strong leadership team led by the school’s RTI2-B team lead to coordinate implementation efforts. The third component is effective communication between the team lead and the external coach to distribute the most current information and best practices. The fourth component is consistent data collection and use of data in problem solving and decision-making.

RTI2-B School Team Roles

The RTI2-B school team roles and responsibilities should be established before implementing RTI2-B. School teams should consist of 6-8 members. Possible school team roles might include:

  • Team Lead/Facilitator—Schedules the meeting, reviews the purpose of the meeting, facilitates the meeting by keeping the team focused on each step, and becomes the school’s main RTI2-B contact
  • Recorder—Takes notes on meeting activities and decisions
  • Timekeeper—Monitors the amount of time available; keeps the team aware of time limits by giving “warnings” (i.e., “10 minutes left”)
  • Data Specialist—Compiles and reviews school-wide data
  • Communicator—Facilitates communication between the team and staff regarding RTI2-B and behavior issues
  • Administrator—Actively encourages team efforts; provides planning time, feedback, and support initiatives
  • District/State External Coach—Facilitates the team through the process

The administrator leads the work of the teachers, support staff, families, community, and students. A strong leader will also provide opportunities for leadership among those in the school, including students, and the development of a RTI2-B team is one such opportunity.

It is important to note the school-wide plan should include input from all stakeholders. It is not uncommon for school teams to have subcommittees that meet outside of RTI2-B school team meetings. RTI2-B school teams should solicit feedback from all faculty, staff, families and communities, and students throughout training and implementation.

If your school is interested in implementing the RTI2-B framework and would like training and support, please contact us for more information.

A team leader is employed by the school and has a key role in assisting school teams during the day-to-day practices of implementing and maintaining RTI2-B.

Team Leader Responsibilities:

  • Attends coaches and school training
  • Serves as the liaison between the school and district/state
  • Coordinates with external coach
  • Facilitates and schedules all team meetings
  • Coordinates ongoing learning and training
  • Coordinates data collection and review
  • Manages ongoing action planning

Sustaining RTI2-B in a school requires systemic support beyond an individual school. It is important to organize multiple schools at the district level so that a common vision, language, and experience are established. The implementation of RTI2-B emphasizes the essential role of the district leadership team. This team is the key to both high fidelity and sustainability of RTI2-B.

The primary goal of the district RTI2-B leadership team is to ensure the success of all students through high quality behavior instruction, interventions, and support. The district leadership team also leads the district’s action planning process, guides the assessment process, coordinates training, coaching, and evaluation activities related to RTI2-B, and creates changes in district procedures that will support long-term use of RTI2-B.

If your school district is interested in creating a district-wide plan for planning and implementation of RTI2-B, you should create a district team and discuss your training and implementation plan. If you are interested in more information about the Tennessee Behavior Supports Project, please contact us.

An external coach employed by the district or state and has a key role in assisting school teams during the day-to-day practices of implementing and maintaining RTI2-B.

External Coach Responsibilities:

  • Attends coaches and school training
  • Coordinates with school team lead
  • Facilitates implementation development
  • Connects school teams to a community of practice
  • Coordinates ongoing learning and training
  • Reports all data and activities to district and state personnel
  • Assists in ongoing action planning
  • Collaborates on trainings with state and district personnel
  • Stays active and involved

All schools should have an external coach and access to external expertise. External expertise might include regional support contract staff, trained state and district personnel, or national resources. During the implementation of RTI2-B, it is important to have an outsider’s feedback on your school’s plan.

School psychologist taking part in group discussion at TBSP Tier I Workshop.

Benefits of RTI2-B

  • Improves school climate
  • Reduces problem behaviors
  • Reduces office discipline referrals, suspensions, and expulsions
  • Increases time for academic instruction
  • Improves student achievement
  • Improves student attendance
  • Increases parent, student, and staff satisfaction
  • Reduces staff turnover
  • Reduces bullying behaviors

(Horner et al., 2014)

Available Resources

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