I think it really varies quite a bit from school to school and depends a lot on how well developed a school's PBIS program is. Ideally, I'd want to have the PBIS team handling what the EST meetings handle, and just do away with the EST's. It really makes the most sense in a well developed PBIS program to have all these wrapped up and addressed in PBIS team meetings. This centralization of meetings and issues increases the cross-over between academic and behavioral interventions, which should and do go hand in hand. the more interconnected these can be, the better, I think.

In the schools I've been a PBIS coach, the PBIS team meetings were more general and broad, addressing issues mostly at the tier 1 level, while EST's were used as the more in-depth and individualized setting for tier 2 and 3 issues, behavioral and academic. This splintered approach leaves gaps and affects the efficacy of the continuum of interventions. There tends to be a loss of information and break in a student's behavior intervention history when going from the PBIS team to the EST. The EST always seemed to end up starting over with the student and redoing many things that had already been tried.

I think you'll get a numerous different views, experiences, and opinions on this one. Great question and discussion!