Page 3 - Demo

Tier 1
Tier 2
Tier 3
Elements
 Mission statements are clear and purposeful.
 Leadership is committed.
 School-based problem-solving team coordinates
implementation of evidence-based behavioral
practices.
 Established process for consensus building.
 Data-based decision-making/monitoring system
through the four step-step problem-solving process is
used continuously.
 Procedures are established for teaching expected
behaviors.
 Districts and schools have an established
coaching/facilitation model.
 Monitoring and evaluation effort are ongoing, linked
to professional development needs, and disseminated to stakeholders.
 Tier 1 is implemented with fidelity
 Multiple methods are used to identify students
for Tier 2 supports.
 A consistent progress-monitoring system is used
across Tier 2 supports and interventions
 Tier 2 intervention is aligned to the need of
groups of students in the school.
 Tier 2 Supports are aligned with Tier 1 systems
and language.
 Tier 2 systems do not supplant Tier 1
intervention.
 Infrastructure is in place for foundational support for Tier 3 interventions.
 Collaborative consultation facilitation is used in guiding development of function-based behavioral intervention plans.
 Functional behavior processes based on behavioral science principles serve as the foundation for individualized interventions.
 Progress monitoring and data-based decision- making are used throughout the Tier 3 process
 Tier 3 systems do not supplant Tier 1 and 2 interventions.
 Wraparound services are provided when necessary.
Framework
Tier 1: Core, universal instruction and supports are when general academic and behavior instruction and supports are provided to all students in all settings.
Tier 2: Targeted, supplemental interventions and supports are when more targeted instruction/intervention and supplemental supports are provided, in addition to and aligned with the core academic and behavior curriculum.
Tier 3: Intensive, individual interventions and supports are when the most intense instruction and intervention based on individual student need, in addition to and aligned with Tier 1 & 2 academic and behavior instruction and supports.
Aligned supplemental Curriculums/ Programs
School-wide Supports
 Bully Prevention Programs
 Positive Behavioral Interventions and Support
(framework to support curriculum and programs)
 Sources of Strength
 Trauma Informed Practices
 Youth Mental Health First Aid
Classroom Supports
 Behavior Analyst Classroom Consultation
 Caring School Community*
 CHAMPS
 Conscious Discipline
 Discipline in the Secondary Classroom
 Sanford Harmony*
 PBIS Classroom Coaching
 Restorative Practices
 Check In Check Out (PBIS)
 I Can Problem Solve*
 Mentoring
 PBIS Tier 2 Training (for PBIS Implementers)
 Peer Mediation
 Positive Action*
 Promoting Alternative Thinking Strategies
(PATHS)*
 School Connect*
 Second Step*
 Skillstreaming
 Zones of Regulation*
 Counseling (Community-based agency)
 Counseling (school-based)
 Crisis Response Team/Suicide Risk Inquiry
 FBA/BIP (PBIS, SEL)
 Non Violent Crisis Intervention (CPI)
 Positive Behavior Support: Understanding
Student Behavior
*Curriculum vetted through the Collaborative for Academic, Social and Emotional Learning (CASEL)