This page is under construction  Tier 2/Tier 3 PBIS The Tier 2/Tier 3 PBIS model was developed in response to schools’ challenges with providing effective interventions in a timely manner for students with more complex needs. The goal of this model is to ensure the timeliness and effectiveness of group and individualized interventions for all students needing additional support. The Tier 2/3 model allows for efficiency and working smarter to support academic and social success for students at elevated risk for negative schools outcomes. Tier 2 Secondary/Tier 3 Interventions (Early identification of students with Tier 2/3 needs is paramount to intervening as quickly as possible and minimizing the potential for academic or social failure. To support early identification, the Tier 2/3 model includes a Universal Screening Process where teachers are guided through identifying students most at-risk for externalizing and internalizing behaviors). Check-In Check-Out (CICO) is a simple, small group, Tier 2 intervention that reinforces universal school-wide expectations by systematically providing a higher frequency of scheduled prompts, pre-correction, and acknowledgement to all participating students (Crone, Horner, & Hawken, 2004). A key feature of CICO is that the students themselves are initiating the positive contact with the adults. Using data for high-frequency progress-monitoring via a Daily Progress Report (DPR) is also critical component of CICO. Social/Academic Instructional Groups (S/AIG) are simple secondary interventions where small
group instruction is used to teach specific behaviors (e.g. problem-solving
skills, study skills, how to make friends) that are linked to the Tier 1
Universal expectations (e.g. Respect, Responsibility, Safety). Group Interventions with an Individualized
Feature, are simple Tier 2 group
interventions, structured similarly for all students receiving them (e.g. CICO
or SAIG) but delivered with a unique characteristic such as additional
check-ins, or an individualized skill instruction session. A Brief Function-based Behavior Plan is a simple yet individualized intervention
recommended and developed by a standing Tier 2 problem-solving team trained in
a brief function-based behavior intervention process. Using a simple behavior
pathway, the process involves quick assessment and planning to predict and
prevent the problem behavior. The resulting plan includes prompts, instruction
and increased opportunities for the student to practice a desired new behavior. Complex Functional Behavioral
Assessment/Behavior Intervention Planning (FBA/BIP) is a Tier 3 practice that extends the
principles of the previously described brief function-based behavior planning through
a more complex process that takes additional time and data collection,
including direct observation, for students who exhibit more complex behavior
across multiple settings. This Tier 3 process is highly individualized and
involves a team uniquely constructed for
each student. Person Centered Wraparound, the most complex Tier 3 support, is an
individualized team-based process grounded in the principle of family voice and
choice (i.e., families/youth determine intervention priorities). The unique support
team developed for each student includes key people in the student’s life at
home, school and in the community. For older youth, the
wraparound-based RENEW (Rehabilitation,
Empowerment, Natural Supports, Education and Work (Malloy, Drake, Cloutier,
& Couture, 2010) process focuses
specifically on school engagement, employment, and post-secondary education and
completion for older, transition-aged youth.  This work was supported by: USDOE-OSEP Tertiary Demo Project #H326M0060010 |
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