In Tier I of the PBIS model, universal or primary supports that are preventative in nature are put into place. These supports are for all students, staff, and settings and include the development of school-wide expectations, a behavior matrix, and reinforcement system to recognize expected behaviors. Throughout, outcomes, systems, data, and practices are continually evaluated. When effectively implemented and maintained, it is estimated that approximately 80% of students respond to Tier I supports. Below are Tier I Universal supports used at Fall City Elementary School.

• School-Wide Expectations: Fall City Falcons SOAR by being Respectful, Responsible, and Safe.
• Common Voice Levels: Voice levels for common areas are posted throughout campus.
• Behavior Matrix: A behavior matrix outlines SOAR expectations for common areas around the building. Components of the matrix are taught to our students at the beginning of the year and in subsequent advisory lessons throughout the year. Behavior expectations for common areas are posted throughout campus.
• Positive Recognition and Reinforcement: Positive student behaviors are reinforced and recognized verbally and through the use of SOAR bucks. Classes work together to reach a monthly SOAR buck goal and participate in school-wide positive behavior events such as pajama day, flashlight read-ins, and game days. Individual students are also recognized by staff nominations for SOAR Student of the Week.
• Tracking Data: Student discipline data is tracked through two confidential web based reporting systems: School Wide Information System (SWIS) and Skyward. This data is used to identify building trends that may require additional student support. SOAR buck data is also tracked and regularly reviewed by the PBIS team.
  

Along with strengthening preventative aspects of our behavior management system, PBIS provides us with structures for students who may not be meeting behavior expectations with Tier I supports. The primary prerequisite for an effective Tier II Intervention system is a firmly established and internalized system of expectations and reinforcements. Approximately 15% of students benefit from Tier II interventions.

When a student is identified to benefit from Tier II interventions, a team problem-solving approach is used to create a plan which is supported and monitored by the Tier II team. Tier II interventions are matched to the function of behavior. The process to identify and match students to interventions may include:

• A social-emotional screener, completed each fall and spring by teachers
• Discipline data
• Staff observations
• Attendance concerns

Below is a list of some interventions we provide students:

• Alternative Recess
• Calm Down Spot
• Sensory Tools
• Lunch Groups
• Attendance Contract
• Behavior Contract
• Check In Check Out (CICO)
• Small Group Social-Emotional or Counseling Groups

In Tier III, individualized interventions are provided for students unresponsive to Tier I supports and Tier II interventions. Generally, five percent of the school population require these individualized intensive services.

Below are a few of the interventions that can be provided for our Tier III students:

• Check, Connect, and Expect
• Integrated Interventions (more than two Tier II interventions in place)
• Behavior Intervention Plan