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Students should be selected  for Tier 3 intervention when
problem behavior is:

Chronic/frequent.

Dangerous.

Highly disruptive.

Impeding learning.

Resulting in social or educational exclusion.

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As per the video, "Supporting Schoolwide Culturally Responsive Practice," I learned that School-wide PBIS provides a comprehensive framework that can be used by any school to design their own system of behavioral supports for all students.

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The following are important for the successful application of Tier-1

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The following are important for the successful application of Tier-1

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Expectations
Respect
Safety
Responsibility
System must be applied with fidelity

These expectations generally promote core values such as respect, responsibility, and safety. Interventions and strategies are implemented to teach and reinforce these expectations.
Including:

Periodic direct instruction in specific student behaviors that demonstrate respect, responsibility, and safety in various locations in the school.

Generous quantities of positive adult/teacher attention and other kinds of reinforcement to students for demonstrating positive behaviors, especially specific behavior expectations identified by the school.

Predictable consequences for behavior infractions that are delivered consistently by all staff in a professional manner throughout the entire school. Consequences are not primarily punitive in nature; they are an opportunity for the student to learn from his or her mistakes and to accept responsibility for the choices that he or she made. The consequences are provided on a continuum matched to the intensity of the misbehavior.

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The following are important for the successful application of Tier 2

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The following are important for the successful application of Tier 2

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When the universal support of Tier 1 is correctly in place for all students, it forms the pillar for implementing Tier 2 strategies. Tier 2 of the PBIS triangle model provides additional interventions to support that smaller percentage of students who do not sufficiently respond to Tier 1 strategies.  As per the author, in chapter one " Foundations of Classwide Positive Behavior Interventions and Supports" of the book "Classwide Positive Behavior Interventions and Supports," Tier 2 practices involve analyzing office referral data to identify for example:

Locations in the school or times of the day that are especially problematic, and then problem-solve simple solutions for those situations.

Teachers or classrooms that may be in need of additional classroom management support.

Small groups of students who are demonstrating similar behavior problems and provide them with more intensive instruction in social skills or replacement behaviors.

Students who could benefit from daily monitoring, increased feedback, an adult mentor, a simple behavior plan in school, or a behavior plan coordinated between home and school.

Students who need more academic or organizational support.

Students who could benefit from alternatives to suspension for major violations.

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As per the book, "Contrary to the traditional Wait-to-fail approach," which is part of my upbringing as a child, "PBIS-Positive Behavior Interventions and Support is problem-solving framework," that was established in the 1980s via research and evidence-based practices to prevent behavioral issues in the school, classroom and individual students.
PBIS is based on a continuum of support.
PBIS is a 3-Tiered System depicted into a Triangle

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Tier 1 is a schoolwide/classroom-wide system for all students, staff and settings. Generally, 80% to 90% usually respond to it when all parties involved are engaged in applying PBIS.
In Tier-1, Defines expectations for all students, provides consistent and meaningful consequences for all students (both negative and positive) are set, taught, and practiced. It covers universal instructions and support.
It is based on the principle that all students can benefit from well implemented, evidence-based practices for improving student behavior. It also provides informed decision- making, based upon data analysis that guides the process of assessing student needs and providing additional levels of behavioral support to students in need.

School-wide PBIS provides a positive focus to encouraging desirable student behaviors.

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Is a specialized approach aimed at supporting a small % of students who have high chronic behavior problems. The Tier 3 generally applies to 5% of the student population who exhibit ongoing patterns of problem behavior and typically require intensive intervention.

Examples of Tier 3 interventions might include: individual counseling, family counseling; or administration of a Functional Behavioral Assessment to provide concrete data to create an individual Behavior Support Plan.

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1-Providing a continuum of supports to all students
2-Evaluating the implementation and outcomes of those supports
3-Using data to guide decision-making about how to improve implementation, when to identify additional intervention methods for students, staff who need more support to be successful (Brandi, 2015)

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While PBIS is generally applicable in all settings, there are areas that must be tailored to fit into the cultural setting, the geographic area and even the individual students' needs. PBIS must be culturally responsible and relevant for it to be successful.
PBIS must be implemented in a supportive environment where everyone is validated and feel relevant.

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How to extend the Tiered approach in the home

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How to extend the Tiered approach in the home

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It is stated in the article "The Time is Now," it is stated that "The key to a PBIS framework is the community-wide nature of its implementation." In my observation, I see that PBIS is very much alive and active in the school setting, however, upon arriving on the bus, children generally switch from being students to being just kids. Anything can happen on the bus. The drivers and the matrons are generally powerless.
The bus drivers and the matrons have no idea what kind of system is in place for a specific student.

It is the same thing for students when they are at home. The system that is in place, although it may be communicated with the parents, the system is not implemented with fidelity because parents are very busy with everything else that is going in their lives and in the house.

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In the article " PBIS in Restrictive Settings: The Time is Now" by  Lampron and Gonsoulin, 2003, I learned that while PBIS is a preventive support system, it is not only applicable in the school setting, it can be applied in more restrictive settings such as the Juvenile Justice system.

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PBIS and students who have high rate of absences

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PBIS and students who have high rate of absences

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How to bring absentee students in line?
Some students rarely come to school. When they finally come to school, they struggle to apply themselves according to the school or classroom expectation. In fact, their behavior may trigger others to follow them or even cause some students to have crisis.

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PBIS and students with extreme  emotional disturbances and/or mental illnesses

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PBIS and students with extreme  emotional disturbances and/or mental illnesses

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Since I deal with students who are diagnosed with some mental illnesses, I find that it is nearly impossible to broker any type of deal with them where they agree to or compelled to follow the rules in return for any positive reinforcement.

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I want to know how PBIS can be successful when the top is sending mix messages to students and staff. I find that members of the team who only spend a few minutes with students--who need the application of the system the most--do not implement the system established on paper for the school.