Quick Guide to MTSS Process for Behavior
Core/Universal (Tier 1) Supports: Behavior
Target Population: School Wide, Grade Level, Classroom: involves
interventions provided to all students in all settings.

SW-PBIS

School Wide Behavioral Expectations

School Wide routines for common areas: hallways, cafeteria, bus, etc

Classroom Management: (some examples)
o
Rules/expectations: posted, positively stated and based on
observable and enforceable behaviors, aligned with School
Wide expectations.
o
Established routines & procedures
o
Teach rules/expectations frequently
o
High level of student engagement: response cards, choral
responding
o
Peer tutoring
o
Organized environment
o
Clear communication: visual displays, step-by-step
procedures
o
High Expectations
o
Modeling of positive behaviors
o
Positive Teacher-student rapport
o
Morning Meetings
o
Token Economy
o
Frequent Assessment

Discuss Tier 1 data at Teacher Data Team/Grade Level Meetings: goals
o
Set grade level goals to address common problems for the
grade level and/or classroom.
o
Meet twice per month to review progress.
o
Identify students who continue to have behavior concerns
for Supplemental Support (Tier 2)
o
Continue Tier 1 intervention, Modify or move to Tier 2A
(when many or most of the above classroom practices are
evident).
Supplemental Supports: Tier 2B:
Targeted Population: Individual students who are identified as needing
additional Supplemental Supports:

Submit list of names to PBS Leadership Team and/or Administration

Continue communication with parent

Set up meeting with: Classroom teacher, parent, Guidance Counselor,
School Psychologist. Additional supports: Administration, Grade Level
Team Leader, Staffing Specialist, Behavior Analyst, Therapists (PT, OT,
SLP), School/District Resource teacher, student (if appropriate).

Design Intervention Plan:
o
Modify Tier 2A supports/interventions: identify specific
target behavior for reduction and replacement behavior
(aligned with school wide/classroom expectations)

Revise Progress Monitoring Plan:
o
Select measures: continue or modify Tier 2A replacement
behavior measures, Analyze target behavior and select
measures (i.e. percent completion, frequency, duration,
percent occurrence), begin baseline data collection on
target behavior and increase frequency of data collection.
o
Monitoring: utilize Self Graphing Chart

Implement intervention for 4-6 weeks

Review progress with parent, guidance counselor, school psychologist,
and support staff every 4-6 weeks. Consider:
o
School-based FBA/BIP
o
Accommodation Plan
o
Social Worker involvement

Complete Tier 2B section of IPST Form 6 Behavior

Continue Tier 2B intervention, modify plan or move to Tier 3.
Targeted/Supplemental Support: Tier 2A
Target Population: Small Group (with similar target behavior (i.e. social skills
deficits, attendance, disruption, bullying, etc.)
Individual students who are identified for Supplemental Support (Tier 2):

List of names submitted to PBS Leadership team or MTSS/IPST
Chairperson

Teacher will begin communication with parent

Set up meeting with Parent, Classroom Teacher, Guidance Counselor,
and School Psychologist. Design intervention plan (aligned with school
wide/classroom expectations)
o
Develop small groups with similar behavioral concerns

Social Skills training: Second Step, Anger
management, Problem Solving, Coping Skills

Mentoring: Check in/Check out

Corrective teaching strategies

Daily Progress Reports

Document in A3 or Conference Note: identify area of concern (ex.
Disruption)/identify Replacement behavior that is aligned with school
wide/classroom expectations (ex. “Do your work/Stay on Task”);
develop progress monitoring plan to include:
o
Selecting Data Measures: classroom daily conduct grades,
ODR’s, Bus referrals, ISS, OSS, Attendance (use school wide
or classroom data measures).


Monitoring: document in A3 or utilize Self
Graphing Chart.
o
Implement intervention 4-6 weeks
o
Review response to intervention with parent, Classroom
Teacher, Guidance Counselor and School Psychologist
within 4-6 weeks
o
Complete Tier 2A section of IPST Form 6 Behavior
Continue Tier 2A intervention, Modify intervention or Move to Tier 2B
Intensive Individualized (Tier 3)
Target Population: Individual Student

Complete IPST Form 6 Behavior, section Intensive Individualized
Instruction.

Meet with Parent, Guidance Counselor, Classroom Teacher, School
Psychologist and Staffing Specialist. Additional Supports: Behavior
Analyst, Social Worker, School/District Resource Teacher, Therapists (PT,
OT, SLP)

Develop School Based FBA/BIP.

Select specific response measures: e.g. percent occurrence, frequency,
duration, intervals, A-B-C data

Develop Progress Monitoring Plan: document target behaviors on Self
Graphing Chart

Implement 2 weeks and follow up with MTSS/IPST team to review

Follow Up Meeting: if no progress: revise and implement an additional 2
weeks, schedule 2nd follow-up meeting.

2nd Follow up Meeting:
o
If no progress: include MTSS/IPST team and Behavior Analyst.
Revise school based FBA/BIP
o
Consider Consultation Referral to Behavior Analyst
o
Implement 4-6 weeks with possible Behavior Analyst
oversight.

Review with Parent, Guidance Counselor, Classroom Teacher, School
Psychologist, Staffing Specialist and any other additional support staff at
the conclusion of the 4-6 weeks.

Continue with plan if student is making progress
or

If student is not making progress:
o
Convene IPST with Behavior Analyst: to consider:

Modifying current FBA/BIP

Referral for Formal Assessment and/or Evaluation