Report page 33

Multidisciplinary team with integrated membership and expertise (i.e., BTAM and MTSS/PBIS representation)

Clearly defined team processes for meetings, decision-making, and action planning

Two-way communication between BTAM and MTSS/PBIS teams

Core Tier 1 practices and data systems | • Core Tier 1 and Tier 2 practices and data systems | • Core Tier 1, Tier 2, and Tier 3 practices and data systems

Recognizing concerning and/or threatening behavior | • Mental health first aid • De-escalation techniques | • Functional behavioral assessment and behavior intervention planning • Reporting mechanisms • Understanding adverse childhood experiences (ACEs) | • Trauma-informed care | • Behavioral threat assessment and management (BTAM)

District-wide/Schoolwide supports for responding to behavior • Assessment systems for early identification

Continuum of interventions matched to student needs (e.g., social skills instruction)

Process for assessing individual student needs and level of support

District-wide access to external agency supports (e.g., mental health)

Practices represent the evidence-based interventions and supports educators implement to positively impact student behavior and address desired outcomes (Center on Positive Behavioral Interventions and Supports, 2023).

Within a continuum of support aligned with MTSS/PBIS, educators implement universal practices to proactively support all student SEB needs (Tier 1), provide targeted practices to small groups of students identified as needing supplemental support (Tier 2), and individualize and intensify select practices to support students with more significant SEB needs (Tier 3).

By working in conjunction with a school’s MTSS/PBIS team, a BTAM team can leverage the full continuum of practices, supports, and interventions to enhance their supports for students in distress.

Likewise, by collaborating with the school’s BTAM team, an MTSS/PBIS team can amplify its efforts for prevention and intervention across the tiers.