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Maryland's 3-Tiered Instructional and PBIS Framework
The Maryland Tiered Instructional and PBIS Framework organizes a continuum of evidence-based practices in which students experience instructional or behavioral supports that are based on their responsiveness to intervention. This three-tiered prevention logic requires that all students receive instructional and/or behavioral supports at the universal/green tier.
For students who are not responsive, more intensive instructional and/or behavioral supports are provided. Approximately 5-10% of the students will benefit from a small group targeted (yellow) intervention. An additional 1-5% may require a highly individualized intensive instructional and/or behavioral plan (red). The percentages are research-based estimates that represent the number of students who may require group or individual instructional and/or behavioral interventions within a school environment.
| Maryland Tiered Instructional and PBIS Framework |
| Academic Systems |
|
Behavioral Systems |
(1-5%) Intensive, Individually Designed Interventions
- Address individual needs of student.
- Assessment-based.
- High intensity.
|
 |
(1-5%) Intensive, Individually Designed Interventions
- Strategies to address needs of indivudual students with intensive needs.
- Function-based assessments.
- Intense, durable strategies.
|
(5-10%) Targeted, Group Interventions
- Small, needs-based groups for at-risk students who do not respond to universal strategies.
- High efficiency.
- Rapid response.
|
(5-10%) Targeted, Group Interventions
- Small, needs-based groups for at-risk students who do not respond to universal strategies.
- High efficiency/Rapid response.
- Function-based logic.
|
(80-90%) Core Curriculum and Universal Interventions
- All students.
- Preventive, proactive.
- School-wide or classroom systems for all students.
|
(80-90%) Core Curriculum and Universal Interventions
- All settings, all students.
- Preventive, proactive.
- School-wide or classroom systems for all students and staff.
|
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