Tier 1 supports are the foundation for positive, proactive, and schoolwide practices that benefit all students, educators, and staff. These universal systems are robust and differentiated, enabling most students to succeed. They include clearly defining and teaching expectations, aligning classroom and schoolwide practices, encouraging and acknowledging positive behavior, responding to challenges in respectful and instructional ways, and fostering strong partnerships with families.
Positive Behavioral Interventions and Supports
Positive Behavioral Interventions and Supports (PBIS) is a three-tiered, evidence-based framework that integrates data, systems, and practices to improve behavioral, academic, social, emotional, and mental health outcomes for students, staff, and families.
PBIS is used in thousands of schools nationwide and provides a continuum of supports that are layered in intensity and duration to match student strengths and needs. At its core, the framework emphasizes the proactive teaching and reinforcement of social, emotional, and behavioral (SEB) skills, along with the use of data-based problem-solving to prevent and address contextually inappropriate challenges.
When implemented with fidelity, PBIS fosters positive, predictable, and safe learning environments where all members of the school community can thrive. Schools report improvements in academic and social outcomes, reduced reliance on exclusionary discipline, and stronger, more connected school climates.
PBIS as a Multi-Tiered Framework for Behavior
A Multi-Tiered System of Support (MTSS) is a comprehensive, data-informed framework designed to benefit the whole child. MTSS organizes a continuum of integrated, evidence-based practices that are layered and matched to student strengths and needs. Positive Behavioral Interventions and Supports (PBIS) is one example of MTSS, with a focus on establishing predictable, positive, and culturally responsive learning environments.
Three Tiers of Support
MTSS grew out of the public health model of prevention, which emphasizes a three-tiered model of prevention. Schools use this framework to organize and align academic, behavioral, social, and emotional supports in order to promote success for every student. The tiers describe the intensity and layering of supports provided, not categories of students. For example, a student may receive Tier 2 supports, but they are not a “Tier 2 student.”
Tier 1: Universal, Primary Prevention (All)
Tier 2: Targeted Prevention (Some)
Tier 2 supports add a targeted layer of systems, data, and practices for the 10–15% of students whose needs are not fully met by Tier 1 alone. These supports focus on strengthening specific skills and often involve small groups of students with similar needs, allowing for efficient instruction, practice, and feedback. Tier 2 interventions are more focused than universal supports and less intensive than Tier 3, and may require some assessment to identify which skills to target. Practices include additional instruction and practice in skills, increased adult support and supervision, more frequent prompts and positive reinforcement, and stronger school-family communication. By strengthening targeted skills, Tier 2 supports help students fully access and benefit from the core program.
Tier 3: Intensive, Individualized Prevention (Few)
Tier 3 supports are designed for the small number of students (about 1–5%) whose needs are not met through Tier 1 and Tier 2 alone. These intensive, individualized supports are available to any student with significant needs. At this level, schools establish individualized support teams and develop personalized plans that are comprehensive and function-based. Tier 3 practices include conducting functional behavioral assessments, coordinating wraparound and person-centered planning, and engaging students, families, and educators in designing and implementing individualized supports that improve outcomes.
Each tier has its own set of systems and practices, but several key features span across all levels. These features must be present and consistently applied for MTSS to be implemented with fidelity and sustained over time.
- Leadership and Teaming: Collaborative teams use data to guide implementation and monitor progress and fidelity.
- Student, Family, and Community Engagement: Students, families, and community members are active partners in planning and support.
- Cultural and Contextual Responsiveness: Supports reflect the strengths, values, and lived experiences of students and communities.
- Professional Learning and Coaching: Staff receive ongoing training and support to implement practices effectively.
- Data-Driven Continuous Improvement: Multiple data sources are used to match supports, monitor progress, and improve systems.
Contact
Denise Granger
PBIS Coordinator
dgranger@rcoe.us