Intensive MTSS/Layer Three

An intensive level of service for students whose needs have not been met by Layer 1 or Layer 2 Interventions.   Students with Layer 3 plans still have access to all universal instruction/interventions (Layer 1) and all targeted instruction/interventions (Layer 2).

Students in Layer 3 will either have an individualized educational plan, a 504 Plan ( Health or Academic Plan), or an individualized intensive plan.  The team that creates the plan is called the Student Intensive Team.

IEP Team ( special educator, classroom teacher, family, and possible others.)  They will write and oversee the individualized educational plans. 

504 team consists of the classroom teacher, family, school counselors or nurses.  They will develop and oversee the 504 plans.

SIT - Student Intensive Team consists of the administration, the behavior coach, and the tier 3 BI. Additional people are invited to participate such as the classroom teacher, family, CHAT team advocate and who ever knows the student and needs best.  The SIT identifies is responsible for developing the individualized intensive plan and deciding who is overseeing the individualized intensive plan. 

Once a student has gone through Layer 1 Teacher Talk and the CHAT systems and continues to need further support, they can be referred by the CHAT Team for a IEP evaluation, SIT team meeting, or a 504 during that CHAT process.  

JFK Intensive Level Handbook Within a Multi-Layered System of Supports

Family Permission For Functional Behavioral Assessment (FBA) 

JFK Intensive Level: Student Intensive Plan

SIT  Initial Referral Form 2025-26

The intensive level of VTPBIS is designed to provide a continuum of individualized, comprehensive, and team-based interventions for students with complex issues whose needs have not been adequately addressed with less intensive PBIS interventions at the Universal (Layer 1) and Targeted (Layer 2) levels.

Students receiving supports at the Intensive Level of PBIS also access the interventions and supports in place at the Universal and Targeted Levels but may need further assessment and individualized planning. Some students with complex needs across home, school, and community may need Intensive Level Wraparound supports. The chart below shows the differentiation between PBIS Targeted, Intensive, and Intensive Wraparound supports in five key areas: (a) forming teams to develop student plans, (b) setting goals, (c) assessing student behavior, (d) providing individualized interventions, and, (e) evaluating progress for decision making.

1. Student is identified as in need of Intensive Level supports, including an individualized FBA/BSP through CHAT

https://forms.gle/7hKsmvFbq1Z2wZyR8

1. CHAT Advocate fills out the SIT  Initial Referral Form  during CHAT review meeting

2. CHAT advocate contacts family within 24 hours after SIT referral:

   1. Parent role in Student Intensive Plan (SIP)

   2. Focus on the positive

   3. Communication process

   4. Family Consent form sent home

3. Develop Student Awareness

   1. Student’s input sought on the function of their behavior, rewards they would find reinforcing, and preferences regarding the details of the plan. If observations are part of the FBA process, it may be important to avoid sharing information with the student until those observations have been completed.

4. Identified Adults who need to be part of the Student Intensive Team (SIT)

https://docs.google.com/document/d/1htPnhCGQkYkts0u2V_jwgBXJk4YRb0YhaCA7DgPfyR4/edit?usp=sharing

2. Student Intensive Team (SIT) meets for first meeting and completes stages 1 & 2: 

Stage 1: Teaming

• • Student team roster

  • Day and time of meetings

  • Recommended meeting agenda

Stage 2: Goals

• • Broad Goal:

  • Pro-Social Behavior to Increase

  • Problem Behaviors to Decrease

  • Plan for Assessment

3. Following Meeting 1, and prior to meeting 2, an identified adult completes:

Stage 3: Assessment

• • Functional Behavior Assessment Protocol (F-BSP)

  • FBA Interview –Teachers/Staff/Families

    • Step 1: Interview Teacher, Staff, Families

    • Step 2: Propose a Testable Explanation

  • FBA Interview – Students

    • Step 1: Interview Student

    • Step 2: Develop a Testable Explanation

  • Step 3: Rate Your Confidence in Testable Explanation

  • Step 4: Conduct Observations

  • Step 5: Confirm/Modify Testable Explanation

  • Step 6: Build a Competing Behavior Pathway 

4. Student Intensive Team meets for the second meeting and completes:

Stage 4: Intervention

• • Step 6: Strategies for Competing Behavior Pathway

  • Step 7: Select Initial Intervention Strategies

  • Proactive crisis plan

Stage 5: Evaluation

• • Step 8: Evaluate Plan

  •  Plan review date and signatures

5. Student Intensive Team meets for third meeting and completes:

• •  Stage 6: Evaluation of Plan