SWPBIS

Remember a Lion Always ROARS

Tier 1
Team Composition
School Administrator: Mr. Bossman

Role:Approves Budget, Gives Feedback, Approves Plan

Grade Level Representatives: Kindergarten-Miss Honey, 1st Grade-Mr.Breakfast, 2nd

grade-Mrs. Silly, 3rd Grade-Mr. Bagel, 4th Grade-Mrs. Milk

Role:Provides Feedback on Plan and Completes Grade Level Google Data Sheet

Special Education Representative:Mrs. Puff

Role:Provides feedback on plan, gives special education prospective

Team Composition Cont.
Recorder/Secretary: Mr. Bic

Role: Develops the minutes of each meeting and sends them to each member of the team.

Behavior Specialist/Coach: Mr. Crocker

Role: Specialized in treating students with behavioral issues and assisting in implementing
strategies.

Time Keeper: Mrs. Fry

Role: Facilitates the meeting to stay on track in the time frame.

Data Specialist: Mr. Calculator

Role: Analyzes student data.

 Meetings
● The SWPBIS team will meet once a month to review the data and discuss the
progress of the SWPBIS.

● The team will present the data and status of SWPBIS to the entire staff every 9
weeks.
On-Going Data-Based Monitoring & Evaluation

The grade level representatives record their data and experiences with SWPBIS on the
Google Sheet. Each grade level has their own page, on the Lion Google Sheet Data
Analysis.

The Behavioral Specialist will check this data sheet often (at least once per week) and
report to the team at the monthly meeting.
Procedures for Selecting, Training and Coaching New
Personnel
Staff Training: The teachers and staff will have an introduction and training for the
SWPBIS the week before school.

Additional Staff Meetings: The teachers and staff will meet every 9 weeks to discuss
the SWPBIS.
Behavior Expectations

Remember a lion always ROARS

Behavior Expectations Continued

Remember a lion always ROARS

Behavior Expectations Continued

Remember a lion always ROARS

Teaching Expectations

● Every teacher is to explain and model the expectations for the students.
● During the first week of school, students will be taken to each of the five locations
to review the expectations and model appropriate behavior.
Tier 2
Office Referral Form
-Students must have 10 minors or 2
majors per nine weeks resulting in Tier
II.

-A student can also be referred to Tier

II at discretion of the SWPBIS team
 Behavior Interventions Offered

1. Small Group Social-Emotional Training (SG-SET)

2. Positive Peer Reporting
3. Behavior Contract
4. Check In/Check Out
5. Self Monitoring Protocol
Small Group Social-Emotional Training (SG-SET)

● SG-SET is a system for students who need additional support beyond Tier I based
on data. Groups are created based on needs (managing emotions, problem
solving, etc.) The teacher/mentor directly and explicitly demonstrates and models
the correct behaviors and allows time for students to practice through peer
interaction.
Positive Peer Reporting

● Positive Peer Reporting is an intervention used to improve social interactions

between students using rewards and positive social attention.

● Encourages all children to focus on and report behaviors of their peers.

Behavior Contract

● The behavior contract is a simple positive-reinforcement intervention that is

widely used by teachers to change student behavior. The behavior contract spells
out in detail the expectations of student and teacher (and sometimes parents) in
carrying out the intervention plan, making it a useful planning document.
Check In/Check Out

● The Check In/Check Out Intervention allows students to them to meet behavioral
goals that can lead them back to Tier 1. Check-In/Check-Out intervention forms
can be customized to reflect behaviors that need additional focus. Teachers
provide feedback to the student on these behaviors throughout the day.
Self-monitoring Protocol

● The self monitoring technique involves defining the behavior(s) to address, and
choosing and implementing an intervention or system by which the student can
keep track of their own behavior and progress toward the behavioral or other
goals.
Teacher Training

● One week before implementing the plan, all of the students’ teacher will meet
after school to discuss expectations and how to implement the plan.
● If any teacher still needs additional training, the implementing teacher can meet
with the teacher individually to better explain Tier 11 supports.
Progress Monitoring

https://docs.google.com/forms/d/1tMXdxJ03McqiHco8emsvlD1Hv1vH8V1t30wwcZBsAl
U/edit

The google form (above) is used to progress monitor the student’s behavior.
Tier 3
What is Tier 3?

● Tier 3 interventions involve the process of a functional behavior assessment (FBA)

● Students who receive Tier 3 need more intensive, individualized support to
improve their behavioral and academic outcomes.
Intervention for Student

Based on the student’s FBA, the student will participate in a mentoring program. The
student enjoys gym class and the gym teacher. The gym teacher will serve as the
student’s mentor. The gym teacher will also oversee the student’s Check-In Check-Out
form.

The student will also take part in the daily morning announcements. The student will
be in charge of choosing an appropriate “joke of the day” to be announced on the
morning announcements. The joke must be approved by the mentor teacher.

This Intervention Plan is formed for a student that craves attention and often acts out
to get attention.