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Few kids 1-5% of all students who have extreme behavior and social issues.

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Super disruptive and creates a barrier for other students

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More focused than tier 1, less intensive than tier 3

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Receives feedback sessions with their classroom teacher and other adults in the school.

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Structure and routine is key.

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These students need to have a team behind them. Support is KEY. Families, principals, teachers, specialists, etc.

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More independent, but also need more adult supervision.

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These students will probably receive extra help inside and outside of school.

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Core Principles:
-Effectively teach appropriate behavior to all children
-Intervene early before unwanted behaviors escalate
-Use research based intervention
-Monitor student progress
-Use data to make decisions

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Students are learning to manage their own behavior.

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All staff members need to be aware of goals, process, and measures.
-teaching school-wide expectations
-acknowledging appropriate behavior
-correcting errors
-requesting assistance

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Maximum instruction

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"They establish the foundation for delivering regular, proactive support and preventing unwanted behaviors. Tier 1 emphasizes prosocial skills and expectations by teaching and acknowledging appropriate student behavior."

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Someone to coordinate the team

School administrator

Family representation

Classroom teachers

Student representation (more likely at the high school level)

Skills Required by Team Members

Behavioral expertise

Coaching expertise

Knowledge of student academic and behavior patterns

Knowledge about how the school operates across grade levels and programs

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Anticipating when a student is going to act out to try and prevent the problem.

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School -wide positive behaviors are expected and taught

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School -wide positive behaviors are expected and taught

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If you asked 10 random students what the school wide expectations are, 8 of them should be able to do so.

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85% of students will be here. General classroom

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Finding different things to motivate students to keep them on task to prevent unwanted behavior.

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the practices in tier one are a good base level to help develop other tier practices

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-Behavior Intervention Plan
-Reward System
-Nonverbal ques and signals
-Teach skills
-Peer tutoring
-Daily Behavior Form

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Viewed as "perfect" in the green zone, but all students have something they struggle with.

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-Ignore the behavior if the purpose seems to be simply to get attention
-If the student is distracted by peers, move the seating arrangement or implement a seating chart that splits up students that talk a lot.

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-call a parent or send a note home
A simple effort to reach out to show student improvements can have positive impacts.

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assigning classroom job(s) to give them a sense of responsibility in the classroom

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Students are apt to work for something they want

Some students need outward motivators

It helps keep students engaged

Provides encouragement

Provides visual and tangible indicators of progress, success, behavior, performance, etc

Increases motivation, buy-in, and sustained effort

Gives students goals and milestones to work toward and for

Creates a positive and motivating “buzz” among students