3 Tiered Prevention system

Three Tiered Prevention System

PBIS schools rely on evidence-based behavioral practices and systems in which students experience supports based on their behavioral responsiveness to intervention. This program utilizes a three tiered prevention system which requires that ALL students receive supports at the universal or primary tier. If the behavior of some students is not responsive, more intensive behavioral supports are provided in the form of a group contingency (selected or secondary tier) or a highly individualized plan (intensive or tertiary tier).

Universal Screening at Tier 1

Universal social, emotional, and behavioral (SEB) screening is increasingly being recognized as a foundational component of a comprehensive, multi-tiered system of school-based supports. As schools strive to develop a systematic approach to meeting the social-emotional behavioral (SEB) health of all students, often with limited resources and competing priorities, there is a need for responsive, efficient, and effective systems and data to improve outcomes. Universal SEB screening is one component of such a comprehensive approach and is increasingly being adopted by schools and districts across the country. Universal SEB screening offers an evidenced-based and proactive method for monitoring universal (tier 1) supports and facilitating early identification of those students who may be at-risk for significant SEB problems.

Since 2019 we have been utilizing universal screening in the elementary school. Based on teacher input and identified student mental health needs returning from Covid-19 Pandemic, this year we will utilize the Strengths and Difficulties Questionnaire (SDQ) in grades PK-6 which will screen for for school mental health (SMH) versus social emotional learning (SEL). The SDQ assesses positive and negative psychological attributes across emotional, behavioral, and social dimensions. Educator/teacher and caregiver/parent versions (2-17 year olds), as well as, student/self-report (11 years old and up) and informant versions (18+ years old) are available. All versions are offered with an optional impact supplement, to assess functional impairment, and a follow-up version, to assess change over time. At the tier 1 level, homeroom teachers will complete a questionnaire for each student in their room (pending receipt of permission). Each questionnaire takes roughly 5-10 minutes to complete.

There are five subscales (i.e., emotional symptoms, conduct problems, hyperactivity-inattention, peer relations, and prosocial behavior) with five questions each. Each item is rated on a three-point scale: not true (0), somewhat true (1), or certainly true (2). The first four scales are summed to form a total difficulties score ranging from 0 to 40. Teachers’ and students’ SDQ conduct problems and hyperactive-inattention subscales were summed to create an externalizing variable, and peer relationships and emotional problems were summed to create an internalizing variable. Prosocial behaviors were examined separately. “High” and “Very high” scores (reflecting approximately the top 8-10% of respondents) may suggest the student is struggling with high levels of psychological difficulties.

Tier 2 & 3

There will be some students who do not respond to our quality Tier 1 universal academic and behavioral instruction. Tier 2 practices and systems provide targeted support for students who are not successful with Tier 1 supports alone. The focus is on supporting students who are at risk for developing more serious problem behavior and/or for students who demonstrate a greater need in developing specific social-emotional skills. Essentially, the support at this level is more focused than Tier 1 and less intensive than Tier 3. At FCRES, Tier 2 supports often involve group interventions with our school counselor or school social worker, as well as Check-in Check-out (CICO) and Bus Buddies!

At most schools, there are 1-5% of students for whom Tier 1 and Tier 2 supports have not connected. At Tier 3, these students receive more intensive, individualized support to improve their behavioral, social-emotional, and academic outcomes.

What is an Interconnected Systems Framework (ISF)?

While the MTSS/MTMDSS framework at FCRSD guides our programming, interventions, and assessments, the Interconnected Systems Framework (ISF) uses that MTSS framework to offer a single system of delivery incorporating PBIS, SEL, and SMH together, rather than in isolation, and engages with family and youth within the community. This approach addresses inherent weaknesses in implementing each in silo.

The overall purpose of such an integrated system is to create a school culture and climate that promotes wellness (i.e., social, emotional, behavioral, academic, mental health promotion) of the whole child and addresses the needs of all students, especially those at-risk for or with mental health challenges. While schools are not mental health providers, they’re in a unique position to prevent or minimize students’ mental health challenges. The ISF structure is focused on the system features needed to ensure evidence-based practices are delivered with accuracy and greater accountability to evaluate student growth overtime including formative and summative assessment.⁹

Interconnected Systems Framework Key Messages:

1. Single System of Delivery

2. Mental Health is for All

3. Access is Not Enough

4. MTSS is Essential to Install SMH (School Mental Health)

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