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PDSB advocates for Multi-Tiered Behaviour Intervention Approach

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PDSB advocates for Multi-Tiered Behaviour Intervention Approach

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Universal: Good for All (Tier One)
schools create a safe environment for all, with school wide anti bullying policies, promotion of social problem-solving, non violent conflict resolution
*focus on students profile to ensure effective problem solving

Targeted: Necessary for Some (Tier Two)
schools require professional development and students needs to recognize the warning signs or clues associated with impending violence and/or aggression
*students know there are staff to turn to if crisis

Intensive support: (Tier Three)
multi-disciplinary team, including community partners, to support situations of escalated aggressive or violent behaviour that poses imminent danger
*student has underlying needs that needs to be supported by all members of the community
Inspired by Special Education Support Services 17 document

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Social-Emotional Behaviour Support Continuum  (2)

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Positive Behavior intervention & Supports (PBIS)

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Positive Behavior intervention & Supports (PBIS)

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As you can see from the above graphic, at Peel District School Board we follow a very similar model.

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Positive Behavior intervention & Supports (PBIS)

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Effective classroom management teaching rules, norms routines and expectations for healthy relationships are regularly monitored and reinforced. Differentiated instruction along with engaging and effective instruction. Proactive steps and pre-planned consequences create a predictable and positive environment. At the school social skills/character traits programs, regular use of 5 restorative questions, interest groups/clubs/teams, parent engagement initiatives and leadership opportunities for all students.

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Tier Two Targeted Necessary for Some (5-10%)

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Tier Two Targeted Necessary for Some (5-10%)

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Additional support is needed for some students who are 'at-risk" for behavioural and mental health difficulties that persist and escalate despite earlier interventions. Restorative practices are emphasized. The In-School Review Committee, a paraprofessional team (e.g., psychology, social work, resource teacher etc.) reviews the student's profile to further support the student. Positive Behaviour Intervention Plan (PBIP) or Safety Plan (an emergency plan for staff only) is created. Superintendent is advised and consulted in regards to the student profile and planning. Additional Supports may be include:
1) De-escalation training for personnel (classroom teacher, EA, BTA, ISSP teacher, guidance teacher, administration etc.)
2) Use of contact programs for intermediate and secondary students
3) Placement in contained classes like the Kindergarten Intensive support (KISC) or the Elementary contained interval class(ECIC) for a period of time before they are placed back in a mainstream classroom. The focus in on providing intensive behavioural support for students who struggle to regulate emotions, behaviour or have significant social emotional needs.
4) Student specific crisis intervention training occurs for staff who interact with the student
5) Use of Alternative Learning Environments (ALE) such as a sensory or calming room where carefully considered and proactive and responsive interventions are offered.
6) Community Based Early Intervention agencies contacted. for example,  The Arson Prevention Program for Children (TAPP-C)

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Tier Three Intensive Unique to a Few (1-5%)

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Tier Three Intensive Unique to a Few (1-5%)

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Safety of a student or the safety of others is at risk the principal contacts the superintendent. This would include students who have complex socio-emotional, mental health and/or behavioural needs that have behaviours that escalate over time and in various settings.TA or BTA support is  necessary to be part of an Intensive Support team. PBIB and IEPs goals and any psychological assessments are carefully reviewed by administration and superintendent Formal referrals to PSSP staff (i.e., Mobile Behaviour Support team, psychology, social work) for updated individualized assessments by paraprofessional personnel is given top priority. None of the other interventions have been successful and procedures laid out in Operational Procedure 17 are followed for all registering, planning for and managing the behaviour of the student. Support functions as a bridge to other therapeutic intervention with a community agency. Coordinator of Integrated services in junction with the Intensive Support team as approved by the superintendent. Placements may include:
1) Community Based Treatment programs such as Peel's Children's Centre: Day treatment or alternative to day treatment
2) Section 23
3) Psychiatric consultations
4) Alternative programs such as Fresh Start, Ministry of Children and Youth Services (MCYS)
5) Secondary, Intermediate Contact Program
Parent collaboration and transition planning also feature prominently at this level of support for students with significant, chronic and acute behaviour needs.