7 claims on pp. 30–49 (statement 3, conclusion 4).
The PBIS leadership team and the BTAM team purposefully support students in unique yet complementary ways. Because of this, schools should consider establishing systems to facilitate two-way communication regarding implementation processes, progress, and outcomes as a means to enhance alignment and integration.
cite page 30 Considerations for BTAM and MTSS/PBIS Working in Conjunction
Regular, two-way communication allows important information about students in need or distress to be shared with the team best suited to provide support.
cite page 30 Considerations for BTAM and MTSS/PBIS Working in Conjunction
Regular team communication also helps safeguard against siloed information and promotes group cooperation for enhanced student support.
cite page 30 Considerations for BTAM and MTSS/PBIS Working in Conjunction
Two-way communication between BTAM and MTSS/PBIS teams
cite page 33 Considerations for BTAM and MTSS/PBIS Working in Conjunction
The team connects with the MTSS/PBIS Tier 1 team to get information on the reported bullying and harassment events so that it can use the data regarding locations, times, others involved, bullying behaviors, etc. to guide its decision-making and more effectively address factors of concern for the student, direct resources to address the student’s motives, and create an environment in which violence is less likely.
cite page 39 Considerations for BTAM and MTSS/PBIS Working in Conjunction
Following implementation of a management and support plan, the MTSS/PBIS Tier 1 team continues to share data on new reports of bullying and harassment with the BTAM team so that it can stay aware and informed as they work to support the student.
cite page 39 Considerations for BTAM and MTSS/PBIS Working in Conjunction
How will we communicate and share relevant information across teams?
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