Tier 1 Problem Solving
Click a behavior and explore a menu of universal best practices that help deal with the issue — proactively and reactively.
These template presentations can be used by individual teachers, by small teams (e.g., PLCs), or copy-and-pasted into an all-staff workshop. As you use them, please share ideas and feedback to benefit other teachers.
Scroll to the bottom of the page to browse Tier 1 classroom interventions that you can layer on top, if needed.
Back to Tier 1 practices
⚠️ MINOR Behaviors
On a Major/Minor Chart, these are typically MINOR, which means we attempt to "squash" the issue and keep the student in class/their routine.
Apathy/"Shutting Down"
Apathy/"Shutting Down" - SECONDARY (Tier 1 SEL Problem Solving)Inappropriate Language
Inappropriate Language - SECONDARY (Tier 1 SEL Problem Solving)Inattentive "Daydreaming"
Inattentive "Daydreaming" - SECONDARY (Tier 1 SEL Problem Solving)Interrupting/Blurting
Interrupting/Blurting - SECONDARY (Tier 1 SEL Problem Solving)Out of Seat (in Classroom)
Out of Seat (in Classroom) - SECONDARY (Tier 1 SEL Problem Solving)Teasing/Mocking Peers
Teasing/Mocking Peers - SECONDARY (Tier 1 SEL Problem Solving)🚨 MAJOR Behaviors
On a Major/Minor Chart, these are typically MAJORS, which means they automatically result in a referral from the classroom/routine.
Other Concerns
These issues would not be listed on a Major/Minor Chart, though they may be related to a behavior that requires correction.
Tier 1 Intervention "Upgrades"
These go beyond the everyday best practices that should in place for all students every day. When needed, "layer" these on top.
Good Behavior Game
A competition between two opposing groups of students. The teacher gives a list of “do not” rules and criteria for winning an incentive. The teacher counts every time each team violates one of the rules. The team with the fewest violations wins.
2x10 Strategy
Identify an at-risk student in your class. For 10 days in a row, spend at least 2 minutes a day talking with that student about anything they want to talk about. Do this by looking for and seizing natural opportunities during the school day.
Motivational Interviewing
Have a one-on-one chat with the student. Use this style of active, reflective listening to guide the student toward "change talk" (vs. "sustain talk), helping them to understand their own problem and buy into a realistic solution.