Charter LEAs learn how to build their school pro-social environment by establishing a common language, common practices, and common vision. Tier II targeted interventions include Check In Check Out (CICO), social and academic groups, and Check and Connect. Tier III implementation includes interventions such as Prevent, Teach, Reinforce (PTR) and Linking Individuals and Families with Education (LIFE). PBIS teams will build internal capacity to further their implementation efforts at their school sites. Charter LEAs participating in PBIS learn less reactive, adverse, dangerous, and exclusionary practices; understand how to build more engaging, responsive, preventive, and productive environments; become familiar with better classroom management practices with less discipline issues and more instructional minutes; become familiar with a continuum of services available for student learning and emotional needs; and learn more strategies to maximize academic engagement and achievement for all children. Information on each tier is discussed below along with the federal requirements for individual behavioral assessment and intervention planning. Tier 1: All Students It can be assumed the majority of children will arrive at school already possessing basic social and academic skills. An effective school-wide discipline and behavioral supports system ensures that these skills are reinforced and embedded in the ongoing workings of the school. Strategies aimed at all children create the foundational culture that supports positive behavior throughout the system. Effective school-wide or universal models incorporate some common basic principles. Models like PBIS include similar core elements. School-wide positive behavior begins with clearly defining expected behaviors for both children and adults. Then, strategies are developed for explicitly teaching the expected behaviors . Finally, methods are designed for reinforcing the expected behaviors when they occur. It has been demonstrated that monitoring and teaching all children, even those who do not have problem behaviors, serves as a preventive measure for potential negative interactions. A school- wide model provides the foundation of universal training, adult modeling, and broad reinforcement of expected social behavior that supports more intensive efforts at Tier II and Tier III. Tier II: Some Students Not all children will respond to school-wide approaches alone. Some children require selected supports and interventions. These children may need supports such as cognitive-behavior therapies from counselors. Some may benefit from small group instruction in social skills or self- management. Other successful programs for selected support include extra academic assistance and extra adult attention. Good examples of adult mentoring programs appropriate for Tier I include the U.S. Department of Education, Office of Special Education Programs (OSEP) “Check and Connect” and the Behavior Education Program, Second Edition. Crone, Deanne A., Robert A.
Chapter 9 – Behavioral Interventions and Supports for Students with Disabilities, Charter SELPA
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As of 11/18/2016
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