Embedded Files
Targeted interventions to support students who are not responding to Primary Prevention (or Tier 1) efforts. Interventions and supports within Tier 2 are more intensive since it targets a smaller number of students who are at risk for engaging in more serious problem behavior and need a little more support.
Tier 2 Nomination Process
Tier 2 Nomination Process
Tier 2 Nomination Process
Tier 2 Nomination Process
When students are struggling and Tier I supports are not addressing and supporting the issue, Tier II supports may be needed. Staff or parents can submit the nomination form requesting support to the team.
Tier 2 Data Tracking Tools
Tier 2 Interventions
Structured Breaks
Structured Breaks
Provide students with a cool downtime
Allow students time away from a stressful or potentially stressful situation
Can help avoid a power struggle between you and the student
Helps students with poor attention and focus
Gives kids that need sensory input
Gives fidgety kids and those who have trouble sitting still for periods an opportunity to get up and move
Provide students with a break card to show as a visual when they need a break.
The Student engages in an agreed-upon activity for a specific time.
The PUSD Virtual Calming Room was created for you as a place to explore, enjoy, and learn new techniques for managing your emotions. It is just one of the many ways we are here to support you.
Safe Space/ Calming Area
Safe Space/ Calming Area
Safe spaces are places where children can go to calm down, be alone, and recharge so they are ready to learn. Experts know that when children don’t feel safe or are in a state of emotional upset, they can’t learn. Safe spaces are an effective way to help children return to a relaxed state that is optimal for learning.
Check and Connect
Check and Connect
Check & Connect is an intervention used with K-12 students who shows warning signs of disengagement with school and who are at risk of dropping out.
At the core of Check & Connect is a trusting relationship between the student and a caring, trained mentor who both advocates for and challenges the student to keep education salient.
Students are referred to Check & Connect when they show warning signs of disengaging from school, such as poor attendance, behavioral issues, and/or low grades.
The student meets often with the mentor who provides support and shows interest in the students well being both academically and behaviorally.
Check-In, Check-Out
Check-In, Check-Out
Focuses on improving student's classroom behaviors through motivation and mentoring.
Students assigned to CICO:
Check in with a coach/mentor at the beginning of the day to set goals for the day. Typically, the student uses a “points card” that spells out the goals for each part of the day.
As the student progresses through the day, their teachers evaluate behavior and assign points for meeting their daily goals.
At the end of the day, the student checks out with the same staff member they began the day with, assessing their points total for the day.
The final component of this process involves the student taking their points card to a parent at home, returning it signed at the next morning check-in.
CICO daily process.docxWho needs CICO?
Who needs CICO?
A student who struggles with Tier 1 goals and behaviors
Little to no classwork participation or completion
Poor performance in submitting homework
Lack of participation in class
Poor organizational and/or time management skills
Struggles with emotion, focus, attentiveness, staying on-task.
Why CICO?
Why CICO?
Provides structure in a student’s day
Creates accountability
Provides teacher feedback to student and parents
Creates internal motivation
Improves student behavior
Increases academic success
Creates a stronger home-school connection
Lunch Bunch
Students have lunch with a teacher or counselor to support students in a variety of ways. This is a great opportunity to make connections with adults and other classmates, discuss problems or concerns, practice social skills, or just have fun! This can be done in person or virtually.
Social Academic Instructional Groups
Social Academic Instructional Groups (SAIG) are designed to teach students appropriate behaviors that will help them to be successful. ... Once the target behavior is identified, the SAIG Group facilitator creates lesson plans that will teach skills to help students become more successful.
3 Types of Social Academic Instructional Groups
Pro-social skills (replacement behaviors for avoidance, withdrawal, etc.) Friendship skills, social awareness, relationship building
Problem-solving skills (replacement behaviors for fighting, arguing, etc.) Conflict resolution skills, anger management skills, self-management
Academic Behavior Skills (replacement behaviors for getting out of a seat, poor study habits, talking during instruction, etc.) Study, organizational skills, focus, self-management skills, responsible decisions making
Peer Counseling
Students providing knowledge, experience, emotional, social or practical help to each other under the supervision of a staff member.
Student Success Team
Student Success Team
The SST Team meets to develop an understanding of the student’s strengths and problem areas, review resources and strategies available, and formulate a plan of intervention to resolve those problems in the regular classroom. The PBIS Tier II team can work in conjunction with the SST team to develop a more comprehensive plan to support students.
Restorative Practices
Restorative Practices
BPRPWhitePaper2014.pdfRestorative Justice Handout.pdf
Conflict Cycle & Pattern of Escalation
Conflict Cycle & Pattern of Escalation
The Conflict Cycle
The Conflict Cycle
When students are stressed about something at home, in their community, or at school, feelings and anxieties are activated that drive behavior. The behaviors may be an attempt to decrease the stress or may be driven by feelings/anxieties. The way other people in the student’s life respond to the student’s behaviors can either break or fuel the cycle.
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