1. Tier 2/Tier 3 Refresher
Small Group

2. Supports for All Students
WRAPAROUND
Intensive Supports – Individualized interventions provided to students with most complex emotional and behavioral needs.
Complex FBA/BIP
1-5%
5-15%
80-90%
Brief FBA/BIP
Individualized CICO
Targeted Supports – Provided to students determined to be “at-risk” of emotional and behavioral challenges.
Social/Academic Instructional Groups
Check-in/Check-out
Universal Supports – Supports provided to all students. Expectations are taught, reinforced, and monitored in all settings.
School & Class-wide expectations & supports

3. When to Consider Targeted Interventions
When Universal systems are not sufficient to impact behavior
When students display chronic patterns of disruptive behavior
When concerns arise regarding students’ academic or social behavior

4. Using the Referrals by Student report as a Universal Screening Tool
5/21/2019
Using the Referrals by Student report as a Universal Screening Tool
Student with 2-5 are candidates for more support in behavior, academic, or both areas. Reference Triangle!
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B

5. Which students might need more than Universal Level supports?
Possible Categories of Risk:
More than a couple office disciplinary referrals
Attendance/late to school
Frequent nurse visits
Homework not completed
Behavior concerns not addressed through discipline system (e.g. social withdrawal, internalizing)
Other

6. Targeted interventions are…
Best for low level problem behavior (e.g. talk-outs, minor disruption, task completion);
Efficient because they use a similar set of strategies across a group of students who need similar support;
Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals.

7. Critical Features Rapid access to intervention (less than a week)
Positive system of support
Students agree to participate
Implemented by all staff/faculty – very low effort
Flexible intervention based on simple assessment of function of behavior
Adequate resources allocated (admin, team)
Continuous monitoring and decision-making
Administrative support

8. Examples: Targeted Group Interventions Based on Functions of Behavior
Access Adult Attention/Support:
Check-In/Check-Out
Adult Mentoring Programs
Access Peer Attention/Support:
Social Skills Instruction
Peer Mentoring
Self-Monitoring with Peer Support (function: academic task escape)
Academic Skills Support
Organization/Homework planning support
Homework completion club
Tutoring

9. EXAMPLE

10. What is Tier 3 intensive?
For students with serious and challenging behaviors that require individualized interventions
Collection of data to determine function of behavior (FBA) and positive behavior plan to address function (BSP)
Coordination of home, school, community interventions

11. Vermont’s Planning Process for Students
1 Teaming
2 Goals
3 Assessment (FBA)
4 Intervention (BIP)
5 Evaluation (BIP)
Adapted from: Dunlap et al. (2010). Prevent, Teach, Reinforce
Vermont’s Planning Process for Students

12. Tier 2/3 Process Builds Across Tiers
Teams
Goals
Assessment
Intervention
Evaluation
Tier 3
Tier 3 Wraparound

13. Simple vs Complex FBA SIMPLE COMPLEX FOR WHAT
Students that demonstrate high frequency behaviors that are not dangerous, have received interventions that did not improve behavior, show behaviors in only 1-2 settings
Students that demonstrate dangerous behaviors or show behaviors that occur in 3 or more school settings
WHAT
Relatively simple and efficient process to guide behavior support planning
Time-intensive process that involves emergency planning, family-centered planning, and collaboration with outside agencies

14. CRISIS PLAN Desired Behaviors Setting Events Problem Behaviors
Consequences
Setting Events
Antecedents
Problem Behaviors
Consequences
Sherry
Alternative Behaviors

15. Necessary Conversations (Teams)
Tier 2
Tier 3
Tier 1
SU/District Team
•Coordinates implementation
•Ensures access to resources
•Reviews data across schools
SU/District Team – Targeted/Intensive:
•Secures resources
•Focuses on student outcomes
•Focuses on fidelity of practices across the district/SU
SU/District
School Leadership Team
•Plans and implements 6 school components of PBIS
School Systems Level Team – Targeted/Intensive:
•Creates procedures for referral, screening & evaluation
•Communicates with staff and families
School
Student Level Team
•Matches students to interventions
•Evaluates & monitors student progress
Student Level Team
•Completes FBA/BIP
•Evaluate & monitor student progress
Facilitates wraparound
Student