Roane County Special Education Tier 3 Systems of Positive Behavior Supports
(updated 3/19/13)
Purpose (Mission) of Roane County’s Tier 3 Systems of Support and Expected Student
Outcomes
The mission of the special education component of Roane County’s Tier III system is to put into
practice the supports and interventions that will enable each student to be successful in all
areas of his or her life.
Student screening/referral and selection for Tier 3 Supports
Referral for behavior supports may be made by any IEP team member or by SWIS ODRs
exceeding 2 by October. Referrals may be made orally or in writing. Once the referral is made,
Level 1 supports are put into place. If the behavior requires more intensive services, the school
psychologist and case manager may determine that Level 2 or 3 services are to be put into
place immediately.
LEVEL 1 Positive Behavior Supports- Case Manager
At this level, if a behavior problem exists, the student’s case manager is to review the IEP in
terms of (a) if the student has behavior goals and/or behavior plan and, if so, how they are
being implemented; (b) if the student has regular education program accommodations and
modifications, (c) how the regular program accommodations and modifications have been
routinely implemented, and (d) whether to refer student to check- in/check-out, if available, or
other type of “self”- monitoring system. If the student is in the general education, the case
manager is to consult with the general education teacher(s) regarding goals, accommodations,
and modification as per the student’s IEP and provide support as needed. If current
accommodations and modifications are ineffective, the case manager is to consult with the
school psychologist regarding additional Tier 1 or Tier 2 supports. If the case manager has
questions regarding implementation of a student’s IEP regular program accommodations and
modifications, she/he is to bring the student’s IEP and consult with the school principal
regarding how to proceed.
LEVEL 2 Positive Behavior Supports- School Psychologist
Upon receiving a request from the student’s case manager, pending completion of Level 1
supports and receipt of the Level 1 Checklist, the school psychologist initiates Level 2 Positive
Behavior Supports.
Step 1: The school psychologist is to request and obtain completion of the (a) PTR FBA
Checklist, (b) FACTS Part B Checklist, and (c) classroom management self
assessment.(Each school psychologist will determine where forms will be located and
how teachers will obtain and return completed forms for each school.) In addition, the
school psychologist will conduct/coordinate walk through observations of the student
in his/her classrooms.
Step 2: Upon receipt of the completed documents noted in Step 1 and the observation(s), the
school psychologist is to meet informally with teacher(s) involved to (a) define and
prioritize the problem behavior (a single instance is defined as beginning when …. and
ending when ….), (b) obtain the baseline estimate(s) (can be as frequent as … and
infrequent as …), (c) obtain clarifications, as need, and (d) review Level 1 efforts.
Step 3: Based on the data and discussions from Step 2, the school psychologist is to generate a
Level 2 Behavior Support Consultation Plan to include prevent, teach, reinforce,
correction, and extinction (if possible) interventions.
Step 4: The school psychologist is to share the Level 2 Behavior Support Consultation Plan
electronically with the case manager, IEP team, and school principal for follow-up,
including attach data collection sheets for behavior decreases and fidelity of
implementation with an explanation for its need and recommendation for data
collection. Each person on the team with an action, is to complete the fidelity of
implementation self evaluation and submit it, along with hard evidence of
implementation as per the recommendations, to the school principal at the end of each
week.
Student Involvement:
The school psychologist will facilitate student completing, or will work with the student to
complete, a student FBA interview, interest inventory, and learning styles/multiple intelligences
profile. After the Pre-ILI consult or ILI meeting, school psychologist will meet with the student
to re-cap the meeting recommendations/behavior support plan recommendations. Wherever
possible, the student is to be involved in his/her own goal setting, data collection, and data
evaluation process.
Family Involvement:
Family members are invited and encouraged to participate in their son’s/daughter’s ILI meeting,
to implement mutually determined recommendations, and to share outcomes.
LEVEL 3 Positive Behavior Supports (ILI/FBA Level) School Psychologist – This begins Tier 3
Supports
Step 1: School psychologist is to notify the Director of Special Education when a student is
referred to this level. Director will follow up with the school principal.
Step 2: School psychologist is to request and review data on occurrence of problem behavior
and fidelity of implementation on Level 1 and Level 2 behavior support
recommendations. If no data (which may include SWIS data), school psychologist
refers to past recommendations for data collection and requests one to two weeks of
data based on reported frequencies/intensity. Data requests are to be shared to the
school principal.
Step 3: Once 5-10 data points have been collected on the problem behavior occurrences and,
depending on the fidelity of implementation of the Level 1 and Level 2
recommendations, the school psychologist may request that the case manager
schedules an IEP team meeting to conduct ILI and generate a behavior support plan.
Step 4: At the IEP, the school psychologist is to co-facilitate completion of the ILI and
generation of an updated Behavior Support Action Plan (BSAP)
Step 5: The school psychologist is to disseminate the BSAP, data collection sheets, and fidelity
of implementation data sheets to IEP team members, ensuring parent and
administrator(s) receive a copy. A copy of the BSAP is to be placed in the student’s
blue notebook, directly behind the student’s current IEP.
Step 6: Team members are to submit completed fidelity of implementation data sheet along
with hard evidence of implementation of recommendations, to the school principal at
the end of each week. School principal is to review to ensure accuracy of
implementation of the BSAP.
Procedures for training IEP team members
The psychologist will provide brief descriptive fact sheets of critical behavior support
consultation (Level 2) and BSAP (Level 3) recommendations along with examples to all IEP team
members. School psychologists will be available for consults regarding implementation
challenges. School principals are encouraged to review the BSAP recommendations prior to
teacher walkthroughs and evaluations to determine if and to what degree the BSAP
recommendations are being implemented.
System for monitoring and evaluating student progress
The school psychologist and the student’s case manager are to ensure (a) that the data system
is set up, (b) who enters the data, (c) who generates the data reports, and (d) when the data
reports are generated. If there is a problem with data collection, the school psychologist is to
notify the school principal and Director of Special Education. The case manager schedules a
follow up IEP meeting within a month of the ILI meeting to discuss the student’s progress and
BSAP implementation.
Fidelity and effectiveness of intervention implementation
Once BSAP is developed, school psychologist gives a copy to the school principal for review and
addresses any questions. If there is a chronic problem with BSAP implementation and behavior
problem increases, school psychologist meets with the principal to discuss the issues. If the
problem persists, the school psychologist notifies the Director of Special Education who will
follow-up with the school psychologist and others as appropriate.
Roane County Tier 3 Systems of Positive Behavior Supports Flow Chart
(updated 3/19/13)
Purpose (Mission) of Roane County’s Tier 3 Systems of Support and Expected Student Outcomes
The mission of the special education component of Roane County’s Tier III system is to put into practice the supports
and interventions that will enable each student to be successful in all areas of his or her life.
Student screening/referral and selection for Tier 3 Supports
Referral may be made orally or in writing by any IEP team member or by ODRs exceeding 2 by October. If the behavior requires
more intensive services, the school psychologist and case manager may determine that Level 2 or 3 services are to be put into
place immediately.
LEVEL 1 Positive Behavior Supports- Case Manager
Review of IEP in terms of (a) behavior goals and/or behavior plan and, if so, how implemented; (b) regular education program
accommodations and modifications,(c)how the regular program accommodations and modifications have been routinely
implemented, and (d) whether to refer student to check- in/check-out, if available, or other type of “self”- monitoring system.
 If the student is in the general education, consult with the general education teacher(s) regarding goals, accommodations,
and modifications as per the student’s IEP and provide support as needed.
 If current accommodations and modifications are ineffective, consult with the school psychologist regarding additional Tier 1
or Tier 2 supports.
 If questions regarding implementation of a student’s IEP regular program accommodations and modifications, bring the
student’s IEP and consult with the school principal regarding how to proceed.
LEVEL 2 Positive Behavior Supports- School Psychologist
Pending completion of Level 1 supports and receipt of the Level 1 Checklist, initiate LEVEL 2 Supports. Facilitate student
completing, or work with the student to complete, a student FBA interview, interest inventory, and learning styles/multiple
intelligences profile. After the Pre-ILI consult or ILI meeting, meet with the student to re-cap the meeting
recommendations/behavior support plan recommendations. Wherever possible, the student is to be involved in his/her own
goal setting, data collection, and data evaluation process.
Step 1: Request and obtain completion of the (a) PTR FBA Checklist, (b) FACTS Part B Checklist, and (c) classroom management
self assessment. Determine where forms will be located and how teachers will obtain and return completed forms.
Conduct/Coordinate walk through observations of the student in the classrooms.
Step 2: Upon receipt of the completed documents noted in Step 1 and the observation(s), meet informally with teacher(s)
involved to (a) define and prioritize the problem behavior (a single instance is defined as beginning when …. and
ending when ….), (b) obtain the baseline estimate(s) (can be as frequent as … and infrequent as …), (c) obtain
clarifications, as need, and (d) review Level 1 efforts.
Step 3: Based on the data and discussions from Step 2, generate a Level 2 Behavior Support Consultation Plan to include
prevent, teach, reinforce, correction, and extinction (if possible) interventions.
Step 4: Share the Level 2 Behavior Support Consultation Plan electronically with the case manager, IEP team, and school
principal for follow-up, including attach data collection sheets for behavior decreases and fidelity of implementation
with an explanation for its need and recommendation for data collection. Each person on the team with an action, is
to complete the fidelity of implementation self evaluation and submit it, along with hard evidence of implementation
as per the recommendations, to the school principal at the end of each week.
Procedures for training IEP team members - School Psychologist
Brief descriptive fact sheets of critical BSAP recommendations along with examples will be provided to all IEP team
members. School psychologists will be available for consults regarding implementation challenges. School
principals are encouraged to review the BSAP recommendations prior to teacher walkthroughs and evaluations to
determine if and to what degree the BSAP recommendations are being implemented.
LEVEL 3 Positive Behavior Supports (ILI/FBA Level) School Psychologist
Step 1: School psychologist is to notify the Director of Special Education when a student is referred to this level.
Director will follow up with the school principal.
Step 2: School psychologist is to request and review data on occurrence of problem behavior and fidelity of
implementation on Level 1 and Level 2 behavior support recommendations. If no data (which may include
SWIS data), school psychologist refers to past recommendations for data collection and requests one to two
weeks of data based on reported frequencies/intensity. Data requests are to be shared to the school principal.
Step 3: Once 5-10 data points have been collected on the problem behavior occurrences and, depending on the fidelity
of implementation of the Level 1 and Level 2 recommendations, the school psychologist may request that the
case manager schedules an IEP team meeting to conduct ILI and generate a behavior support plan.
Step 4: At the IEP, the school psychologist is to co-facilitate completion of the ILI and generation of an updated
Behavior Support Action Plan (BSAP)
Step 5: The school psychologist is to disseminate the BSAP, data collection sheets, and fidelity of implementation data
sheets to IEP team members, ensuring parent and administrator(s) receive a copy. A copy of the BSAP is to be
placed in the student’s blue notebook, directly behind the student’s current IEP.
Step 6: Team members are to submit completed fidelity of implementation data sheet along with hard evidence of
implementation of recommendations, to the school principal at the end of each week. School principal is to
review to ensure accuracy of implementation of the BSAP.
Procedures for training IEP
team members - Psychologist
Brief descriptive fact sheets of
critical BSAP recommendations
along with examples will be
provided to all IEP team
members. School
psychologists will be available
for consults regarding
implementation challenges.
School principals are
encouraged to review the BSAP
recommendations prior to
teacher walkthroughs and
evaluations to determine if and
to what degree the BSAP
recommendations are being
implemented.
System for monitoring and
evaluating student progress
The school psychologist and
the student’s case manager are
to ensure (a) that the data
system is set up, (b) who enters
the data, (c) who generates the
data reports, and (d) when the
data reports are generated. If
there is a problem with data
collection, the school
psychologist is to notify the
school principal and Director of
Special Education. The case
manager schedules a follow up
IEP meeting within a month of
the ILI meeting to discuss the
student’s progress and BSAP
implementation.
Fidelity and effectiveness of
intervention implementation
Once BSAP is developed, school
psychologist gives a copy to the
school principal for review and
addresses any questions. If
there is a chronic problem with
BSAP implementation and
behavior problem increases,
school psychologist meets with
the principal to discuss the
issues. If the problem persists,
the school psychologist notifies
the Director of Special
Education who will follow-up
with the school psychologist and
others as appropriate.
Tier 3 Systems Level 1 Checklist
Date: ___________________________________
Student: ________________________________________
School: __________________________________ Case Manager: ___________________________________
Describe the problem behavior: ________________________________________________________________
List where the student’s problem behavior is primarily occurring? ____________________________________
Check and Complete All that Apply:
 IEP contains behavior goals. This is/These are:
1. Increase: ____________________________________________________________________________________
2. Decrease: ___________________________________________________________________________________
 IEP calls for Behavior Plan.
 A Functional Assessment and Behavior Support Action Plan (may be referred to as an Initial Line of Inquiry) is
included in the student’s IEP.
 The student has regular program accommodations and modifications identified for behavior support or for the
class(es) in which the problem behavior occurs. These are:
1. _____________________________________________________________________________________________
2. _____________________________________________________________________________________________
3. _____________________________________________________________________________________________
4. _____________________________________________________________________________________________
 There is evidence that the regular program accommodations, if applicable, are being routinely provided.
 I have consulted with the general education teacher(s) about this student’s behavior goals and implementation of
the regular program accommodations and modifications.
 I have brought the IEP and discussed concerns over poor implementation of IEP program accommodations and
modifications by the general education teacher(s) with the principal on this/these dates_______________________.
It was decided: __________________________________________________________________________________
 I have consulted with the school psychologist regarding additional Tier 1 or Tier 2 supports given that current
accommodations and modifications seem to be ineffective. Student is still presenting his/her behavior challenges. Dates of
consultation are: _________________________________________________________________________________________
 Student has received Check/In-Check/Out services or is has been on a self monitoring reinforcement system for at
least 10 days and data is not showing improvement.
Additional information or comments regarding positive behavior supports for this student: ________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Name:_________________________
School:_____________________
Date: ______________
Classroom Management Walk-Through
Classroom Management Practices
1. Are there three to five positively stated classroom rules displayed in a manner that
all students can see and understand?
2. Is there evidence that behavioral expectations have been taught?
3. Is there a system for acknowledging students for following class rules that includes
monitoring a 4:1 ratio of positive acknowledgements for every negative/error
correction?
4. Do students consistently receive descriptive praise for correct following behavior?
5. Is the classroom environment physically arranged to minimize congestion and clutter
and are all students able to see the white board and all instructional displays?
6. Are there clear line of vision and movement to all students?
7. Is there a daily schedule posted such that all students understand what is expected,
when it will occur, and how long it will last?
8. Are all students offered multiple opportunities to respond (e.g., cooperative
learning/productive group work, agree/disagree, individual white boards, thumbs
up/thumbs down, …) throughout each lesson/day.
9. Are there effective uses of quiet cues, noise control procedures, materials
distributors, anchor activities?
10. Is there a designated area for materials to be received and returned?
11. Is there evidence that each student clearly knows and understands when and how
to obtain help from the teacher and other peers?
12. Is there evidence that students clearly understand how rule violations and handled?
13. Are rule violations regularly addressed as errors in learning?
14. Are there classroom procedures clearly posted in a way all students understand how
to perform the designated procedures?
15. Do all students correctly and reliably follow all the classroom procedures & routines?
16. Do all students make smooth transitions in a timely manner?
17. During unstructured times and transitions, does the teacher scan, move,
interact/pre-correct, and praise correct behavior.
18. Is there evidence that all students feel safe to ask questions and make mistakes?
19. Is there clear rapport and a positive relationship established with each student?
20. Are students offered choices? (assignments, activities, reinforcers, etc.) ?
21. Are instructions provided without movement and when all students are attending?
22. Does the teacher expect 100% compliance to instructions?
Rev 11/14/12
Yes/
Regularly
Somewhat/
Sometimes
No/
Never
Name: ________________________________________________
Goal
/ = behavior occurrence
Frequency
Circle Total Number Occurrences
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