Tier One: Universal Interventions

In Tier One of the PBIS model, universal or primary approaches that are preventative in nature are put into place.  These approaches are for all students, staff, and setting and include the development of school-wide expectations, a behavioral matrix, and reinforcement system to reward desired social behaviors.  Outcomes, systems, data, and practices are continually evaluated when providing universal supports.  It is estimated that about 80% of students responds to Tier One interventions.  Here are some adaptations we have made to our behavior management system:

• Hawk Way Traits:  Hawks are Respectful, Responsible, Honorable, and Successful.
• A matrix was designed featuring each Hawk Trait and the expectations for behavior in each common area.  The matrix is taught to our students on the first days of school and in subsequent advisory lessons throughout the year. See Matrix.
• Expectations for common areas are posted throughout campus.
• Student discipline data is tracked through SWIS and on Skyward. Students are identified who need additional support for behavior modification.
• Positive student behaviors are reinforced with random school wide positive behavior events, and our Rockin’ Hawk tickets, which are redeemed by random drawings for weekly fabulous prizes. 

Tier Two: Targeted Interventions

Along with strengthening preventative aspects of our student management system, PBIS provides us with some structures in identifying supports and tracking at-risk students.  Tier Two interventions are designed to serve students who have not responded to Tier One supports.  The primary prerequisite to an effective Tier Two Interventions system is a firmly established system of expectations and reinforcements.  – embedded to the point of internalization.

Tier Two Intervention Referral Process- When a student if referred to Tier Two Interventions, a team problem-solving approach is used to create a plan which is supported and monitored by the I-Team.

• Each fall and spring we conduct an at-risk behavior Universal Screener, which will be used to identify students who need additional support.
• Teachers observing behavior, academic challenges, and attendance concerns may also make a referral to the PBIS T2 Team (I-Team)
• Students who also have 3-4 F’s in a month, have 5 or more unexcused absences in a month, and have 3-5 discipline referrals in a month will also be reported to the I-Team. 

 Here is a list of the interventions we can provide students:

• Check In Check Out (CICO) with 9/10th graduation specialist or assigned teachers.
• Peer Mentor
• Adult Mentor
• Specialized Core
• Attendance Contract with V.P.’s
• Behavior Contract with V.P’s
• Functional Behavior Assessment
• Behavior Intervention Plan
• Specialized Counseling
• Skill Streaming 

Tier Three: Individualized Intensive Interventions

In Tier Three, tertiary interventions are used with students unresponsive to Tier One and Tier Two interventions.  Generally, 5% of the school population need these individualized intensive services, which include a Functional Behavior Assessment and subsequent Behavior Intervention Plan.

Tier III students generally have 5-6 F’s in a month, 10 or more unexcused absences, and over 6 discipline referrals in a month.

Here are a few of the interventions we can provide our Tier Three students: 

• Our I -Team along with our school psychologists will work in tandem in identifying interventions and possible special education testing. 
• Check In Check Out
• Adult Mentor
• Specialized Core
• Attendance or Behavior Contract
• Other academic options (Gravity, SSHS, New Market, WA Student Academy etc.)
• Functional Behavior Assessment: Social worker connection and or counseling.
• Skill Streaming
• Behavior Intervention Plan