April 23, 2026 By CDHD ITBS brings positive changes for Lake Pend Oreille District Idaho Tiered Behavior Supports (ITBS), a SESTA sub-project, works with schools across Idaho to set up and use the Positive Behavior Interventions and Supports (PBIS) framework. This is a system focused on setting expectations, developing consistency and reinforcing positive behaviors in education settings. The ultimate goal is to provide teachers and schools with the tools they need to effect positive change that will see all students thrive. Idaho teachers have reported great success in implementing ITBS at their schools, and Lake Pend Oreille School District is no different. We reached out to Summer Tigert, District Behavior Specialist with Lake Pend Oreille School District, to find out more about her experience with ITBS. She currently supports eight school that have participated in the program. Summer, thank you for your time in answering our questions. We really appreciate your time and your experience. Can you tell us a little bit more about your experience with ITBS so far? Summer: I have attended ITBS training across Tier 2 and Tier 3, as a teacher and administrator. I attended Tier 1 PBIS training in California, but never attended through ITBS. I will be helping to support two schools next year as they enter Tier 1. Oh! How long have you been participating in ITBS? Summer: That is a great question. I believe this is my fifth year participating in ITBS. When I started, I was at Kootenai Elementary. Did you feel like this was something you and/or your district needed? Why or why not? Summer: ITBS is needed to build foundational systems at every level. Many schools have bits and pieces of a common model and best practices; however, ITBS provides a clear guideline to establish, improve and maintain systems. This has been highly beneficial for our schools – ensuring consistency across Tiers and having a model to refer back to. What were your first impressions of the training? Summer: I thought the training provided a great overview. I love that Tier 2 training provided an opportunity for teams to rate themselves on various areas of Tier 1, to check for areas of need to improve upon. Tier 2 reviewed interventions available and some resources for data tracking. These were touched on, but I have had to create quite a few forms for our district to support progress monitoring and behavior contracts. Tier 3 provided a great overview of the escalation cycle. That is incredibly important to understand. Also, the training for Tier 3 gave an in-depth understanding on how to complete the FBA form/format for the state of Idaho. I do not feel the FBA and BIP forms are user friendly, so having training to go through each section was incredibly helpful. I have a lot of background knowledge in ABC data collection and function of behavior, which helps significantly. I wish additional and more in-depth training was provided for those with less behavioral backgrounds and expertise. And now that you’ve been working with ITBS, has this changed your perspective of the program? Summer: ITBS has provided a solid foundation for building and maintaining systems. PBIS requires a lot of “heavy lifting” to get things up and running smoothly. ITBS has developed systems and supports to make things “doable.” This is really important, especially at smaller (and rural) schools, where staff and resources are often very limited. How would you rate the quality of the training (from instructors to resources and materials)? Summer: The instructors are wonderful and the foundations of the training are great; however, I have created a lot of materials for our schools and district. As an example, at Tier 2 training we review CICO, Self-monitoring, and Check and Connect, but the resources available for these are limited. I have explored other resources to learn more about self-monitoring and develop our Google Sheets for progress monitoring. There are some resources shared on ITBS, but they are not necessarily explained or reviewed with real-life examples. I am a visual learner and feel comfortable adapting tools others have created to meet the needs of our schools and district. Seeing specific examples and talking through real-life applications, especially across grade levels from elementary to secondary, would be incredibly helpful and valuable. Connecting information to real life really provides context for a lot of this, right? What part(s) of the training did you find most valuable for you? Summer: All training in function of behavior is incredibly valuable. In addition, training on implementing intervention with fidelity and tracking/monitoring progress (and how to respond). Continuing to refer back to Tier 1 practices is also incredibly important. ITBS does a great job reminding schools about the importance of solid systems at the Tier 1 level. What about the students? What do you find is the most valuable thing about ITBS for the students in the schools you work with? Summer: Establishing systems at Tier 1 – school wide matrix, classroom matrix, example handbooks across all tiers. Having a model to go off is incredibly helpful. Students need to know the way things should be done (positively worded statements about what is expected). The continuum of responses and continuum of consequences is also incredibly valuable! Training educators in these areas are very important, so they understand how to set expectations, reinforce and acknowledge students, and respond when needed. How do the classrooms look different since your schools started ITBS? Summer: Our schools/classrooms are more structured and consistent. It’s easier to get everyone on the same page and working toward a common goal. Do you feel supported in gaining and applying the program/skills in your schools? Summer: I am in a role as a district behavior coach, which has been really fun for me. One shortfall of the training (and it is not necessarily the training but school implementation) is having the capacity to bring back so much knowledge and understanding. Then share it with all staff. Unfortunately, there is not enough time or resources to go into depth with all staff, which is needed – continuing to revisit and provide training throughout the year. Recognizing it is an ongoing process is key. I personally feel supported and that I have the skills. As a district coach, I help provide support across our district. Unfortunately, I don’t see an easy solution to address these challenges, with limited budgets, staffing, etc. Have you seen a positive change in fellow educators since implementing ITBS? Summer: It is amazing to see the ‘lightbulb’ moment when teachers learn about the function of behavior! I think I have always taken that knowledge for granted. As soon as an educator truly grasps the concept that behavior is a form of communication to get a need met, it is life changing! This has made a huge impact on staff that embrace this belief and strive to “stay curious, not furious.” And have you seen a positive change in the students since implementing the program? Summer: Yes! Students want, need and respond well to clarity and expectations. You also have to get students to buy in – having student voice is important and makes a big difference. Is there anything you would change about the program? Summer: The basics are good; however, I have created a lot of materials for our schools and district. Also, the monthly coaching calls often go over the basics, but spending more time reviewing key concepts from training (such as reviewing one Tier 2 intervention per month and discussing key components for fidelity) would be a good use of time. As a coach, this is something I spend a lot of time providing support for. Would you recommend this to other schools or teachers? Summer: Absolutely! ITBS is a great program. I am very grateful for all that I have learned and the support I have received over the last several years. Excellent! Lastly, do you have any final thoughts or words of advice when it comes to ITBS? Summer: I think it would be helpful for ITBS to remind schools to review their end of year meeting information (goals, areas of need, etc) in the fall, to be able to pick up where they left off the previous school year. Sometimes I feel like schools start the year ‘fresh’ and forget about reflective evidence that was collected in the spring of the previous school year. Starting the year reviewing that information would be very valuable. For more information about ITBS, including focuses, goals, applications and resources, visit the project online.