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PBIS aims to respond to each students needs. As the graphic to the left shows, there are three tiers of support that provide supports and services based on the student's needs and how they respond to interventions. The first tier (Tier I: Primary Prevention) focuses on core, universal instruction and support. Typically 80% of students will respond to Tier I interventions, correct problem behavior, and not need the additional support.
Tier II, Secondary Prevention, support is designed to provide intensive or targeted interventions to support students who are not responding to Tier 1 Support efforts. Interventions within Tier 2 are more intensive since a smaller number of students requiring services from within the yellow part of the triangle are at risk for engaging in more serious problem behavior and need a little more support. Roughly 10% of students on school campuses will respond positively to Tier II approaches and interventions. Tier III, Tertiary/Targeted Prevention, the most intense (increased time, narrowed focus reduced group size) instruction and intervention based upon individual student need provided in addition to and aligned with Tier 1 & 2 academic and behavior instruction and supports. After having tried Tier I & II interventions, five percent of students will need the extra support in Tier III. |
Since Congress amended the Individuals with Disabilities Education Act (IDEA) in 1997, Positive Behavioral Interventions and Supports has held a unique place in special education law. PBIS, referred to as Positive Behavioral Interventions and Supports in IDEA, is the only approach to addressing behavior that is specifically mentioned in the law. This emphasis on using functional assessment and positive approaches to encourage good behavior remains in the current version of the law as amended in 2004.
CVTA supports the implementation of Restorative Justice: A three-tier approach to improve student discipline. New state policies that seek to reduce student suspensions and expulsions have changed the way school districts approach student discipline... it takes time, it needs to be a whole-school approach, and there needs to be consistency in handling discipline issues."
Carissa Carerra, CVTA President 2017
