1. The roles and the process
Tazewell Tier 3

2. Who’s who in this process?
School team Those people who are on the IEP team for the student.
Tier 3 team: That’s us. Each of you are being assigned geographically with an eye to balancing numbers.

3. The process Subsequent meetings Meeting 3 Pre-meeting 2 Meeting 2
Review the data
Adjust the behavior support plan
Set the next review date
Subsequent meetings
Adjust the plan
Set a date for the next review
Meeting 3
Share the hypothesis about the purpose of the behavior
Develop a behavior support plan
Create an action plan
Set a date to review
Meeting 2
Develop a hypothesis about the purpose of the behavior to share with the group
Pre-meeting 2
FBA coach checks to see that data collection is going well
Assists team as needed
Post-meeting 1
Identify the questions to be answered about the behavior
Decide what data collection tools will be used
Identify who will collect the data
Meeting 1
Verify the seriousness of the behavior.
If the behavior is serious, proceed.
Pre-meeting

4. Verify the seriousness of the behavior
The process
Pre-meeting
Verify the seriousness of the behavior
The larger team has decided that this will be done by the administrator in each building as they refer a student.

5. The process Meeting 1: The functional behavior assessment
This meeting should take about 1 hour.
At the end of the meeting, schedule Meeting 2 about two weeks later.

6. FBA check
The school team collects the data. They send the results to the Tier 3 team about one week in. Someone from the Tier 3 team would review the data to be sure they are on the right track. The FBA should take 2 weeks in most cases.

7. Right before meeting 2
A smaller, key group reviews the data, summarizes and develops a hypothesis to share with the larger group.

8. Meeting 2: Developing the behavior support plan
This meeting should take 2 hours. First, the data is reviewed and the purpose of the behavior is identified. This might also be done in advance by a smaller group that includes the school lead. The hypothesis and the rationale (data) is shared with the larger group for consensus. Second, the behavior support plan is developed to address the message of the behavior. Third, the action plan to implement with the behavior support plan is developed. Fourth, the team decides when they will meet to review. This should be at the end of two weeks.

9. Meeting 3: Reviewing progress
The team meets, reviews the data, makes course corrections. If things are going well, this should take about 30 minutes. If substantial course corrections need to be made, set up a different meeting time. The team sets the date for the next review. Meet every two weeks initially, then increase the time in between. Depends on how things are going.

10. At each review meeting
Review the short term goal. Is that still the goal? Review the long-term goal. How can we move closer? What needs to be added to the plan?

11. Subsequent meetings
Adjust the plan.
Review data.

12. The process Subsequent meetings Meeting 3 Pre-meeting 2 Meeting 2
Review the data
Adjust the behavior support plan
Set the next review date
Subsequent meetings
Adjust the plan
Set a date for the next review
Meeting 3
Share the hypothesis about the purpose of the behavior
Develop a behavior support plan
Create an action plan
Set a date to review
Meeting 2
Develop a hypothesis about the purpose of the behavior to share with the group
Pre-meeting 2
FBA coach checks to see that data collection is going well
Assists team as needed
Post-meeting 1
Identify the questions to be answered about the behavior
Decide what data collection tools will be used
Identify who will collect the data
Meeting 1
Verify the seriousness of the behavior.
If the behavior is serious, proceed.
Pre-meeting

13. The tier 3 team will take roles in helping school teams develop behavior support plans for students requiring Tier 3 support.

14. Roles: School lead
Would NOT necessarily be a member of the Tier 3 team Takes the lead at the school level. Insures that invitations to team members are sent, arrangements for the space, and scheduling of the meetings are completed Manages the day-to-day implementation of the FBA and behavior support plan. Holds the ongoing data collection Keeps team members who miss the meeting appraised of the team’s decisions.

15. Roles: Facilitator
Takes the lead at the meetings Ensures the integrity of the process Makes sure that everyone has a say in the process Takes attendance Helps the team choose the next meeting date

16. Roles: Process observer
Helps the facilitator to keep the meeting on track Interrupts the meeting to pull people back to the task at hand Might be a good practice role to become a facilitator

17. Roles: Recorder
Takes notes at the meeting using the action planning form Lists who is responsible for each activity the team is going to take Fills out the ABC chart as the group talks Records strategies that go into the behavior plan Copies and brings the forms needed to the meeting

18. RoLes: FBA Coach
Because this is an important (and often neglected part) of the Tier 3 process, one member of the team will be assigned this role. This might be a second role if the team is not large enough to have a separate person for this. Ensures that indirect assessments are completed and thorough (so this paperwork would be routed to the FBA coach and then to the school lead) Is the go-to person for data collection strategies and questions on the data collection process Doesn’t decide “WHAT” data to collect (that’s the role of the school team under the supervision of the Tier 3 team) Does ensure that the information is collected effectively so that the meeting to discuss the behavior support plan can be held as scheduled.