Interventions


 * 1) =Three Tiers of Supports -=

Tier 1 is the starting point for schools and districts. There are critical elements to Tier 1 success. a. Identify school-wide expectations and common language, communicate to all staff b. Create behavior matrix(s) for school locations, i.e. classroom, hall, cafeteria, playground etc c. Clarify and communicate "teacher managed behaviors" vs. "office managed behaviors" d. Fine tune discipline referral forms e. Identify and communicate school wide reinforcement system expectations for staff f. All staff teach behavior expectations in context with modeling and practice g. Train staff in effective pre-correction, responding to behaviors, consequences and effective supervision h. Train staff on how data will be collected and shared
 * [[image:PBIStriangle3D.jpg]] |||||||| =**Tier 1 Options (Universal, All)**=

- [|General Tier 1 ideas] - - - - [|School wide reinforcement system] - Bully proofing - Teach Social Skills - [|Elementary social skills lessons] (Free!) - [|Middle social skills lessons] (Free!) - [|High school social skills lessons] (Free!) [|- Drop out prevention Universal] - [|Attendance interventions] - Behavior curriculum materials from St. Cloud, MN - Early Childhood to High School =Bully Proofing Your School= = = =**Tier 2 Options (Strategic, Small Group, Some)**= It is important that students with behaviors that, based on data collected, are deemed "strategic" and require Tier II interventions, are discussed with the building PBIS team. Often a small number of students will display common Tier II behaviors and interventions may be planned, taught, reinforced and monitored within a group setting. These groups may be targeting behaviors such as chronic absence or tardy, consistently low engagement, motivation, or missing homework, some students struggle with non-compliance or inadequate social skills. Research based interventions exist for all of these areas, as well for other behaviors. The PBIS team will analyze he data, groups will identified, interventions and lesson plans identified and a plan for progress monitoring implemented.

Parents may be included in team decisions and planning. Research based interventions should be selected and delivered based upon several factors driving the behavior. A Functional Behavioral Assessment (FBA) process can yield valuable information to guide intervention selection and implementation. The FBA should be led by an individual trained in the process or one that is well-versed in behavioral principals (e.g., school psychologist, behavior specialist). Behavior Support Plans can be utilized to record data, monitor progress regularly (weekly) and modify interventions as needed. (See Tier 3 for templates for FBA and BPA.)

- [|Tier 2 intervention ideas] Homework and Motivation Interventions - Check-In, Check-Out - The Power of ICU [|Behavior Contracts] High School/Middle School [|Behavior Contracts] Elementary [|Attendance Interventions]
 * [[file:CheckInCheckOutWorkbook.pdf]]

- - [|Alternatives to expulsion]

=**Tier 3 Options (Intensive, Individual, Few)**= It is important that students with behaviors that are deemed "Intensive" and require Tier III interventions, are discussed with the building PBIS team. Parents are included in team decisions,as well as school staff that interact with each student so intervention plans are implemented in a "wrap-around" manner. Students that exhibit intensive, chronic behavior issues require an extensive Functional Behavioral Assessment (FBA) process led by an individual that has been trained in this process and is well-versed in behavioral principals (e.g., school psychologist, behavior specialist). Behavior Support Plans should be utilized to record data, monitor progress regularly (weekly) and modify interventions as needed.

After completing the FBA/BSP process, this resource may help you find specific interventions: [|Tier 3 Intervention Ideas] ||