1. The Last Frontier: Key System Features of Tier III Supports Within a School-wide Positive Behavior Support Continuum
Tim Lewis, Ph.D. & Barbara Mitchell, Ph.D.
University of Missouri
OSEP Center on Positive
Behavioral Intervention & Supports
pbis.org

2. Starting Point…. We cannot “make” students learn or behave
We can create environments to increase the likelihood students learn and behave
Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity

4. SW-Positive Behavior Support Social Competence & Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
DATA
SYSTEMS
PRACTICES
Supporting
Student Behavior

5. Designing School-Wide Systems for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
Individual Students
Assessment-based
High Intensity
Intensive, Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
1-5%
1-5%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
5-10%
5-10%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
Universal Interventions
All students
Preventive, proactive
80-90%
Universal Interventions
All settings, all students
Preventive, proactive
80-90%

6. Continuum of Supports Intensive Targeted Universal Math Science
Spanish
NOTICE GREEN GOES IS FOR “ALL”
Soc skills
Reading
Horses

7. Essential Features at the School Level
Teams of educators within the school (administrator)
Data-based decision making
Instructional Focus
Teach & Practice
Acknowledge student mastery of social skills
Positive Feedback
Readiness across Tiers (universals always a priority)
Access to on-going Technical Assistance

9. Universal School-Wide Features
Clearly define expected behaviors (Rules)
All Settings
Classrooms
Procedures for teaching & practicing expected behaviors
Procedures for encouraging expected behaviors
Procedures for discouraging problem behaviors
Procedures for data-based decision making
Family Awareness and Involvement

10. Tier II (small group)
Efficient and effective way to identify at-risk students
Screen
Data decision rules
Teacher referral
Informal assessment process to match intervention to student need
Small group Social Skill Instruction
Self-management
Academic Support
Progress Monitoring
Part of a continuum – must link to universal school-wide PBS system

11. Tier III (individualized support)
Non response to Tier II
When problem intense and chronic
Driven by Functional Behavioral Assessment
Connections to Mental Health and Community Agencies (Integrated Framework Monograph)
Part of a continuum – must link to universal school-wide PBS system

12. Core Team Representative District PBS Support
SAT Process
Teacher Training and Support
Targeted Interventions
Individual Student Plans
SAT Team
Administrator
Counselor
Behavior Specialist
STAT Team
Core Team/Classrooms
Implement AIS
Monitor Progress
Refer to SAT
Core Team Representative
SAT Partner
Core Team Teachers
*Meets Weekly
RRKS Team
School-Wide Systems
Matrix
Lesson Plans
School-Wide Data
Acknowledgement
Communication
Core Team Representative
District PBS Support
Building Administrator and Counselors
*Meets Monthly

13. Data Determine When PBS Team is Ready to Build Supports Beyond Universals

14. Readiness for Tier 2
SWPBS universal systems are consistently implemented with fidelity
School-wide
Non-Classroom
Classroom

15. Readiness for Tier 2 SWPBS Universal System Outcomes
SET or BoQ score of 80% or higher
within past 18 months
SAS: 80% of staff report that School-wide, Non-Classroom & Classroom Systems are in place

16. Readiness for Tier 2 SWPBS Universal System Outcomes
Data indicating 80% of students with 0-1 ODR or within national average for the school’s grade levels
Consistent use of school-wide data for making decisions as evidenced by monthly Big 5 Data Reports
System in place to collect classroom minor referrals

17. Readiness for Tier 2
Evidence of implementation of the Eight Classroom Essential Practices & a process developed for ongoing training faculty/staff. 

18. Classroom Universal Essential Practices
Classroom expectations & rules defined and taught (all use school-wide, create classroom examples)
Procedures & routines defined and taught
Continuum of strategies to acknowledge appropriate behavior in place and used with high frequency (4:1)
Continuum of strategies to respond to inappropriate behavior in place and used per established school-wide procedure
Students are actively supervised (pre-corrects and positive feedback)
Students are given multiple opportunities to respond (OTR) to promote high rates of academic engagement
Activity sequence promotes optimal instruction time and student engaged time
Instruction is differentiated based on student need

19. Tier 2 Readiness Analysis
MO SW-PBS

20. Tier 3 Readiness
School-wide Evaluation Tool (SET) Score of 80/80 or Benchmarks of Quality (BoQ) of 80% or higher within the last 12 months
Self-Assessment Survey (SAS) results indicate current status of 80% or more features in place for School-Wide Systems, Non-classroom Setting Systems and Classroom Systems

21. Tier 3 Readiness
Office Referral Data (ODR) indicate 80% or more of students in the 0-1 referral range
Data demonstrates reduction in classroom minor referrals over at least a one year period
Consistent use of schoolwide data for making decisions as evidenced by monthly Big 5 data reports

22. Baseline Behavior Data Spring
15% Tier 3
Goal 5%
16% Tier 2
Goal 15%
69% Tier 1
Goal 80%
57 students with 9+ Referrals
6+ Referrals
2-5 Referrals
0-1 Referral
1712 referrals

23. Post Intensifying Tier I + Classrooms
16 Students with 9+ Referrals
7% Tier 3
Goal 5%
10% Tier 2
Goal 15%
83% Tier 1
Goal 80%
6+ Referrals
2-5 Referrals
0-1 Referrals
516 Referrals

24. Tier 3 Readiness Documentation of:
Standard system for identifying students for Tier 2 supports
Process to identify “function” of behavior and match intervention to the function
At least one research-based small-group and/or targeted behavioral intervention that is fully implemented. If only one is fully implemented, the second intervention has been piloted and plans are in place for full implementation.

25. Tier 3 Readiness Documentation of:
Staff training for implementation of interventions
Use of individual student data for making decisions about when to continue, intensify, change, or fade intervention
Informing family members of the Tier 2 process and regularly updating them about child’s progress

26. Tier 3 Readiness
Administrator and core group of staff who will serve on Tier 3 team:
At least one member with behavioral expertise
At least one member with academic expertise
Crossover membership for Tier 2 team
Access to district level support
Determine a core group of team members who will attend trainings (i.e., administrator, member with behavioral expertise, member with academic expertise)

27. Tier 1 and Tier 2 Analysis for Tier 3 Readiness

28. Implementation Stages and Phases of Learning
Systems
Exploration
Installation
Initial Implementation
Full Implementation
Innovation
Sustainability
Individual Learning
Acquisition
Fluency
Maintenance & Generalization

29. Designing Tier III Systems
School-wide PBIS Tiered Fidelity Inventory

30. Subscale: Teams
3.1 Team Composition
Feature
Data Sources
Scoring Criteria
0 = Not implemented
1 = Partially implemented
2 = Fully implemented
Main Idea: Tier III teams need individuals with specific skills to effectively provide and implement Tier III supports. Think about “functions” versus traditional job titles.
3.1 Team Composition: Tier III systems planning team (or combined Tier II/III team) includes a Tier III systems coordinator and individuals who can provide (a) applied behavioral expertise, (b) administrative authority, (c) multi-agency supports (e.g., person centered planning, wraparound, RENEW) expertise, (d) knowledge of students, and (e) knowledge about the operations of the school across grade levels and programs.
School organizational chart
Tier III team meeting minutes
0 = Tier III team does not include a trained systems coordinator or all 5 identified functions
1 = Tier III team members have some but not all 5 functions, and /or some but not all members have relevant training or attend at least 80% of meetings
2 = Tier III team has a coordinator and all 5 functions and attendance of these members is at or above 80%

31. 3.2 Team Operating Procedures
Subscale: Teams
3.2 Team Operating Procedures
Feature
Data Sources
Scoring Criteria
0 = Not implemented
1 = Partially implemented
2 = Fully implemented
Main Idea: Tier III teams should create a standard “problem solving” format (Data- Practices- systems)
3.2 Team Operating Procedures: Tier III team meets at least monthly and has (a) regular meeting format/agenda, (b) minutes, (c) defined meeting roles, and (d) a current action plan.
Tier III team meeting agendas and minutes
Tier III meeting roles descriptions
Tier III action plan
0 = Tier III team does not use regular meeting format/agenda, minutes, defined roles, or a current action plan
1= Tier III team has at least 2 but not all 4 features
2 = Tier III team meets at least monthly and uses regular meeting format/agenda, minutes, defined roles, AND has a current action plan

32. Subscale: Teams
3.3 Screening
Feature
Data Sources
Scoring Criteria
0 = Not implemented
1 = Partially implemented
2 = Fully implemented
Main Idea: Use multiple data sources to identify students who are displaying intense/chronic patterns and/or not-responding to Tier II supports.
3.3 Screening: Tier III team uses decision rules and data (e.g., ODRs, Tier II performance, academic progress, absences, teacher/family/student nominations) to identify students who require Tier III supports.
School policy
Team decision rubric
Team meeting minutes
0 = No decision rules for identifying students who should receive Tier III supports
1 = Informal process or one data source for identifying students who qualify for Tier III supports
2 = Written data decision rules used with multiple data sources for identifying students who qualify for Tier III supports, and evidence the policy/rubric includes option for teacher/family/student nominations

33. Subscale: Teams
3.4 Student Support Team
Feature
Data Sources
Scoring Criteria
0 = Not implemented
1 = Partially implemented
2 = Fully implemented
Main Idea: Each student receiving Tier III supports benefits from having an individualized team comprised of relevant stakeholders with a Coordinator/Case Manager (3.5)
3.4 Student Support Team: For each individual student support plan, a uniquely constructed team exists (with input/approval from student/ family about who is on the team) to design, implement, monitor, and adapt the student-specific support plan.
Three randomly selected Tier III student behavior support plans created in the last 12 months (see TFI Tier III Support Plan Worksheet)
0 = Individual student support teams do not exist for all students who need them
1 = Individual student support teams exist, but are not uniquely designed with input from student/family and / or team membership has partial connection to strengths and needs
2 = Individual student support teams exist, are uniquely designed with active input/approval from student/family (with a clear link of team membership to student strengths and needs), and meet regularly to review progress data

34. 3.6 Student/Family/Community Involvement
Subscale: Resources
3.6 Student/Family/Community Involvement
Feature
Data Sources
Scoring Criteria
0 = Not implemented
1 = Partially implemented
2 = Fully implemented
Main Idea: Accessing external supports and resources, as needed, to create cross setting individual student support plans.
3.6 Student/Family/Community Involvement: Tier III team has district contact person(s) with access to external support agencies and resources for planning and implementing non-school-based interventions (e.g., intensive mental health) as needed.
Three randomly selected Tier III student behavior support plans created in the last 12 months (see TFI Tier III Support Plan Worksheet)
0 = District contact person not established
1 = District contact person established with external agencies, OR resources are available and documented in support plans
2 = District contact person established with external agencies, AND resources are available and documented in support plans

35. 3.7 Professional Development
Subscale: Resources
3.7 Professional Development
Feature
Data Sources
Scoring Criteria
0 = Not implemented
1 = Partially implemented
2 = Fully implemented
Main Idea: Effective implementation of Tier III supports requires that relevant staff have the knowledge base necessary for success – Specific focus on Function Based Interventions & understanding how mental health supports connect to Universal & Tier II supports
3.7 Professional Development: A written process is followed for teaching all relevant staff about basic behavioral theory, function of behavior, and function-based intervention.
Professional Development Calendar
Staff Handbook
Lesson plans for teacher trainings
School policy
0 = No process for teaching staff in place
1 = Professional development and orientation process is informal
2 = Written process used to teach and coach all relevant staff in basic behavioral theory, function of behavior, and function-based intervention

36. Subscale: Support Plan
3.10 Hypothesis Statement
Feature
Data Sources
Scoring Criteria
0 = Not implemented
1 = Partially implemented
2 = Fully implemented
Main Idea: Individual behavior support plans should be driven by a functional behavioral assessment
3.10 Hypothesis Statement: Behavior support plans include a hypothesis statement, including (a) operational description of problem behavior, (b) identification of context where problem behavior is most likely, and (c) maintaining reinforcers (e.g., behavioral function) in this context.
Three randomly selected Tier III student behavior support plans created in the last 12 months (see TFI Tier III Support Plan Worksheet)
0 = No plans include a hypothesis statement with all 3 components, or there are no Tier III support plans
1 = 1 or 2 plans include a hypothesis statement with all 3 components
2 = All plans include a hypothesis statement with all 3 components

37. 3.11 Comprehensive Support
Subscale: Support Plan
3.11 Comprehensive Support
Feature
Data Sources
Scoring Criteria
0 = Not implemented
1 = Partially implemented
2 = Fully implemented
Main Idea: All individual plans provide a strategy to a) teach a pro-social replacement behavior (linked to school-wide expectation) that leads to same/similar outcome as problem behavior and b) high rates of reinforcement for replacement behavior and c) do not allow problem behavior to access previous outcome -- “don’t feed the function”
3.11 Comprehensive Support: Behavior support plans include or consider (a) prevention strategies, (b) teaching strategies, (c) strategies for removing rewards for problem behavior, (d) specific rewards for desired behavior, (e) safety elements where needed, (f) a systematic process for assessing fidelity and impact, and (g) the action plan for putting the support plan in place.
Three randomly selected Tier III student behavior support plans created in the last 12 months (see TFI Tier III Support Plan Worksheet)
0 = No plans include all 7 core support plan features, or there are no Tier III support plans
1 = 1 or 2 plans include all 7 core support plan features
2 = All plans include all 7 core support plan features

38. FBA – PBS Plan Process Success requires:
Individual(s) with expertise in FBA-PBS
Fluency with a clear process among all staff whereby roles are clearly defined
A basic understanding of Applied Behavior Analysis (Behavior is functionally related to the teaching environment) among all school staff

39. Essential Steps to Individual PBS Plans
Decision Rule Met
Operationally define problem/replacement behavior
Background/archival data/ data collection/Environmental Assessment
Functional Behavioral Assessment
Indirect measures
Direct observation
Develop hypothesis regarding function of problem behavior
Develop a PBS plan
Social skill instruction
Self management
Environmental modifications
Implement, Monitor and Evaluate progress

40. District –Wide Planning

41. District-Wide Considerations
Common forms & process
Training & Technical assistance targets
Evaluation
FBA
BIP
School & District Process

45. An Example District Review

47. Key Points Across the Review
Response to appropriate/replacement behavior must lead to the same functional outcome as the problem behavior (i.e., get/avoid).
Response to problem behavior must be the opposite of the current function (e.g., avoid adult attention if problem behavior functions to access adult attention).
Hypotheses should only include “get what student finds reinforcing” and/or “avoid what student finds aversive.” Power, control, emotion expression are not observable/manipulable functions.

48. Key Points Across the Review
Teaching replacement behavior should focus on how to build student fluency with replacement behavior, not what the adults will do or what incentives will be built into the system.
Environment manipulations should focus on prompting replacement behavior and altering antecedent conditions to lessen likelihood of problem behavior occurring.
Training and technical assistance should focus on a range of strategies for escape-motivated students.

49. 3.12 Natural and Formal Supports
Subscale: Support Plan
3.12 Natural and Formal Supports
Feature
Data Sources
Scoring Criteria
0 = Not implemented
1 = Partially implemented
2 = Fully implemented
Main Idea: Some Tier III plans may need to include professionals, service providers, and individuals from outside the “typical” school day. Key is to tie all services to the school-wide expectations.
3.12 Formal and Natural Supports: Behavior support plan(s) requiring extensive and coordinated support (e.g., person centered planning, wraparound, RENEW) documents quality of life strengths and needs to be completed by formal (e.g., school/district personnel) and natural (e.g., family, friends) supporters.
At least one Tier III behavior support plan requiring extensive support (see TFI Tier III Support Plan Worksheet)
0 = Plan does not include specific actions, or there are no plans with extensive support
1 = Plan includes specific actions, but they are not related to the quality of life needs and / or do not include natural supports
2 = Plan includes specific actions, linked logically to the quality of life needs, and they include natural supports

50. Interconnected Systems Framework for School Mental Health
Tier 3: Intensive Interventions for Few
Individual Student and Family Supports
Systems Planning team coordinates decision rules/referrals for this level of service and progress monitors
Individual team developed to support each student
Individual plans may have array of interventions/services
Plans can range from one to multiple life domains
System in place for each team to monitor student progress
Tier 2: Early Intervention for Some
Coordinated Systems for Early Detection, Identification,
and Response to Mental Health Concerns
Systems Planning Team identified to coordinate referral process, decision rules and progress monitor impact of intervention
Array of services available
Communication system for staff, families and community
Early identification of students who may be at risk for mental health concerns due to specific risk factors
Skill-building at the individual and groups level as well as support groups
Staff and Family training to support skill development across settings
Tier I: Universal/Prevention for All
Coordinated Systems, Data, Practices for Promoting Healthy Social
and Emotional Development for ALL Students
School Improvement team gives priority to social and emotional health
Mental Health skill development for students, staff, families and communities
 Social Emotional Learning curricula for all students
Safe & caring learning environments
Partnerships between school, home and the community
Decision making framework used to guide and implement best practices that consider unique strengths and challenges of each school community

51. Subscale: Evaluation
3.14 Data System
Feature
Data Sources
Scoring Criteria
0 = Not implemented
1 = Partially implemented
2 = Fully implemented
Main Ideas: Essential to track daily individual student data and create data-decision rules to help guide on-going intervention implementation and Implementation Fidelity (3.15). Monitor overall number of students who are supported (3.16) and modify systems at least annually (3.17).
3.14 Data System: Aggregated (i.e., overall school-level) Tier III data are summarized and reported to staff at least monthly on (a) fidelity of support plan implementation, and (b) impact on student outcomes.
Reports to staff
Staff meeting minutes
Staff report
0 = No quantifiable data
1 = Data are collected on outcomes and/or fidelity but not reported monthly
2 = Data are collected on student outcomes AND fidelity and are reported to staff at least monthly

52. Tier III and Special Education
Tier III process and supports available to all students who meet school-based data decision rules.
Behavioral expertise and process driven among a variety of school staff.
Not intended to be part of the Special Education Evaluation process (unless specified and parent consent secured).
If student on IEP, follow procedural safeguards.

53. Big Ideas Readiness Continued focus on Universals and Tier II
Phases of implementation
Behavioral Expertise v. job title
Continue “instructional focus”
Map “external supports” to school-wide PBS system
Strategic training and technical assistance
Formative and Summative evaluation of the process

54. Integrated Multi-Tiered Framework for Educational Success
October 22-23, 2015
OSEP Technical Assistance Center on PBIS 2015 Leadership Forum
Sessions are organized by strands that support initial through advanced implementation in elementary, middle, and high schools as well as juvenile justice facilities:   
PBIS Foundations
Classroom Applications
Tier 2 Systems & Practices
Tier 3 Systems & Practices
Aligning Systems
Juvenile Justice
Mental Health Integration
Equity
Applied Evaluation
Special Topics
Integrated Multi-Tiered Framework for Educational Success
SAVE THE DATE
Donald Stephens Convention Center - Rosemont, IL
Donald E. Stephens
Convention Center
Rosemont, Illinois
This two-day forum for school, state, district and regional Leadership Teams and other professionals has been designed to increase the effectiveness of PBIS implementation.  
Featuring sessions specifically designed for our Mental Health, Juvenile Justice, and Family/Community Partners!
Visit the Upcoming Events page at for more information