As practitioners in the field working with a variety of schools in developing academic and behavior systems, we have noticed the need for creating effective and practical Tier 2 interventions that work. We have found that Tier 2 interventions are often missing some critical markers,
Creating effective behavior systems within schools requires multiple strategies that all student behaviors respond to. The majority of students will respond to a solid Tier One school-wide behavior system and incentives (see The PBIS Tier One Handbook); however, some students will require more to correct
A positive school culture will never be created without its teachers on board. Unless teachers are supported by championing their ability to succeed and ensuring they feel appreciated, the culture will begin to crack. Teachers have a difficult job; one that requires them to develop
We understand behavior challenges in schools are inevitable. Students are going to make mistakes. We also know that students repeatedly suspended are four times more likely to drop out of high school, enter the juvenile justice system, or go on welfare. Yet educators continue to
New initiatives and educational acronyms can trigger fear in some educators. However, when you take a deeper look at the initiatives, you can find more similarities than differences, just packaged in a different way.
For example, the California Department of Education (CDE) has defined Multi-Tiered System
As we gear up for the return of the school year, it is easy for much preparation to be spent addressing the physical components of a school and/or classroom (Is the classroom decorated? Do we have enough desks? Is the school presentable?), rather than designing
As practitioners in the field, we understand the challenges of creating effective academic and behavior systems in schools. So when we hear an educator say PBIS is not working, we know the problem is usually inconsistency of implementation or other errors contributing to its failure.
Prior to the Individuals with Disabilities Education Act (IDEA) of 2004, the traditional method of deciding whether a struggling student received extra time and support through special education was with the discrepancy model. Under the discrepancy model, action would not take place until there was
We are frequently asked how to assign alternative discipline and which approach works best for a particular incident. Our answer is simple: We deliver the same individual attention a student needs to improve behavior with the same response to a student struggling academically. For example,
Several years ago, Response to Intervention (RTI) was the hottest educational buzzword of the day. RTI trainings popped up all over the country, much attention was placed on implementation, schools set up RTI teams, and new books on the topic rolled off the press at