Educators and practitioners provide a continuum of academic, behavioral, social, and emotional support matched to scholar's needs. Foundational systems across all three tiers should include:
1. A shared school-wide vision for a positive school social culture
2. A representative leadership team or committee that meets regularly
3. Families that are actively engaged
4. A supportive and involved leadership team
5. Ongoing use of data for decision making (LiveSchool)
6. Disaggregating data to examine equity (LiveSchool)
7. Behavior Expectations Matrix (Example Matrix)
8. School-wide Expectation Posters~ Your matrix drives the poster language
9. Monthly character lifelines to focus on each month (see next page)
9. Use common language of expected and unexpected behaviors
10. MTSS meetings to discuss and complete Behavior Intervention Plans and refer to page 138 for MTSS documents
11. Behavior Expectation Boosters at the beginning of the year and mid-year for review. These are opportuities to set up stations for scholars and teachers to move around throughout the school during the first two days to understand the location procedures. Station locations sould include: buses, arrival, hallways, restrooms, cafeteria, playground, dismissal, and classroom.
POSITIVE BEHAVIORAL INTERVENTIONS and SUPPORTS
Tier 1
Tier 2
Tier 3
Tier 1 practices and systems establish a foundation of regular, proactive support while preventing unwanted behaviors. Schools provide these universal supports to all scholars, school-wide.
Tier 2 practices and systems support scholars who are at risk for developing more serious behaviors before those behaviors start. These supports help scholars develop the skills they need to benefit from core programs at the school.
Tier 3 students receive more intensive, individualized support to improve their behavioral and academic outcomes. At this level, schools rely on formal assessments to determine a student's need.
Tiered PBIS Framework
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