Embedded Files
Behavior & SEL: Tier I
Behavior & SEL: Tier I
Universal Promotion
Universal Promotion
What we do for all children?
What we do for all children?
The core principles guiding Tier 1 behavior and life skills include the understanding that we can and should:
The core principles guiding Tier 1 behavior and life skills include the understanding that we can and should:
- Identify universal expectations and language to be explicitly taught and reinforced with all staff and students
- Effectively teach appropriate behavior and life skills to all students
- Intervene early before unwanted behaviors escalate
- Use research-based, scientifically validated interventions whenever possible
- Monitor student progress
- Use data to make decisions
Data Sources:
Data Sources:
BESS and/or Panorama data, Log Entries in PowerSchool for teachers/staff and administration, SimplDiscipline Behavior Reports, Panorama Student Success, Second Step and ReThink Ed implementation/dashboard usage and/or fidelity measures
BESS and/or Panorama data, Log Entries in PowerSchool for teachers/staff and administration, SimplDiscipline Behavior Reports, Panorama Student Success, Second Step and ReThink Ed implementation/dashboard usage and/or fidelity measures
Classroom management strategies at a Tier 1 level should be identified based on student data. If 80% of students are in need of skills and or strategies to be successful, those should be taught to ALL students.
Tier 1 systems, data, and practices support everyone across all settings. They establish the foundation for delivering regular, proactive support and preventing unwanted behaviors. Tier 1 emphasizes modeling, teaching, and acknowledging positive social and behavioral skills. Teams, data, consistent policies, professional development, and evaluation are essential components for these practices to work effectively.
For Teachers & Staff
For Teachers & Staff
PBIS & Classroom Management
School Wide Lesson Plan
Pyramid Model (Early Learning)
Social Emotional Learning (SEL) Curriculum
ReThink Ed
Elementary (only School Counselors have access)
Middle & High (all staff have access)
Second Step
Elementary and Middle
Bully Prevention Unit (BPU)-Second Step
College and Career Resources
Free resource
All students have access; mainly used in our district with elementary students
School Counselors, teachers, and career specialists have access.
Restorative Practices
Certificates of Achievement and Recognition
Community Circles
For Leadership & Admin Teams
For Leadership & Admin Teams
PBIS & Classroom Management
Communicate schoolwide expectations to families
Utilize quarterly Climate newsletters/calendars for focus skills
Review monthly data to determine skill focus/areas in need of support
Complete classroom walkthroughs and fidelity checks to ensure consistent use of language and tier 1 supports
SEL Instruction
Send home family communications with monthly focus
Include monthly focus skills/tips in newsletters and call outs
Community Building
Certificates of Achievement and Recognition (for students and staff)
Team Building Activities
Trainings and Professional Development Considerations
Trauma Informed Educator
Super 6 Classroom Management Strategies
Second Step and Rethink ED
Restorative Practices: Day 1 and 2
For Families
For Families
Second Step (CD through Middle School) home components: Second Step Family Resource Guide
Rethink Ed (Middle and High School) Parent Letter and Login information
Pyramid Model Backpack Connection Series great one pagers to share with families and increase family engagement
Sesame Street Lessons to teach your child a variety of skills at home
Implement Conscious Discipline (CCSD’s Early Head Start and Head Start Social Emotional companion) at home
Behavior & SEL Skills: Tier 2
Behavior & SEL Skills: Tier 2
Explicit and Intentional
Explicit and Intentional
What we do intentionally for some children?
What we do intentionally for some children?
Tier 2 practices and systems provide targeted support for students who are not successful with Tier 1 supports alone. The focus is on supporting students who are at risk for developing more serious problem behavior before they start. Tier 2 supports often involve group interventions and include practices such as social skills groups, self-management, and mental health supports. Targeted interventions like these, implemented by typical school personnel, are likely to demonstrate positive effects for up to 67% of referred students. Tier 2 interventions are:
Tier 2 practices and systems provide targeted support for students who are not successful with Tier 1 supports alone. The focus is on supporting students who are at risk for developing more serious problem behavior before they start. Tier 2 supports often involve group interventions and include practices such as social skills groups, self-management, and mental health supports. Targeted interventions like these, implemented by typical school personnel, are likely to demonstrate positive effects for up to 67% of referred students. Tier 2 interventions are:
- Continuously available
- Aligned with school-wide expectations.
- Implemented by all staff/faculty in a school.
- Flexible and based on assessment.
- Function-based.
- Allocated adequate resources.
- Continuously monitored.
Data Sources:
Data Sources:
BESS and/or Panorama data, Review 360 Office Referrals, Attendance Reports, Log Entries, Teacher/Family Referrals for support, Threat Assessments or other expressed risks
BESS and/or Panorama data, Review 360 Office Referrals, Attendance Reports, Log Entries, Teacher/Family Referrals for support, Threat Assessments or other expressed risks
Tier 2 practices stem from a strong foundation of Tier 1 support. With school-wide systems in place, schools are able to identify which students need additional support and can intervene quickly and effectively.
Regardless of the intervention implemented, it is important to collect and monitor data about student performance. Teams use these data to determine whether to continue, modify, fade, or move on from a student’s intervention. Assessing how closely Tier 2 supports are implemented as intended (fidelity of implementation) ensures student’s get the maximum benefit from the intervention as possible. Two ways to assess fidelity include self-assessment and direct observation. However you collect Tier 2 data, it should be quick and easy.
Classroom Management
Small group interventions
Check In/Check Out- All training materials linked in!
Increased Opportunity for Positive Reinforcement
Increased Pre-Corrections
Increased Focus on Possible Function of Problem Behavior
Social Emotional Learning
Small group interventions
Increased Instruction and Practice with Self-Regulation and Life Skills
ReThink Ed
Elementary (only School Counselors have access)
Middle & High (all staff have access)
Second Step
Elementary and Middle
Panorama
Playbook
Intervention Plan
Everyday Speech (SLPs have access and some elementary counselors)
Restorative Practices
Student Listening circles
Request form for the above services
Community Building
Connection to community resources through School Counselor or Social Worker including Be a Mentor, Real Champions, Communities in Schools
Assign a School Based or Peer Mentor
Restorative Practices: Conflict/Resolution Circles
Additional Support:
Community providers
Identify and problem solve around the Root Cause
Behavior & SEL Skills: Tier 3
Behavior & SEL Skills: Tier 3
Individual and Intense
Individual and Intense
What we do explicitly for few children?
What we do explicitly for few children?
At most schools, there are 1-5% of students for whom Tier 1 and Tier 2 supports have not connected. At Tier 3, these students receive more intensive, individualized support to improve their behavioral and academic outcomes. Tier 3 strategies work for students with developmental disabilities, autism, emotional and behavioral disorders, and students with no diagnostic label at all.
At most schools, there are 1-5% of students for whom Tier 1 and Tier 2 supports have not connected. At Tier 3, these students receive more intensive, individualized support to improve their behavioral and academic outcomes. Tier 3 strategies work for students with developmental disabilities, autism, emotional and behavioral disorders, and students with no diagnostic label at all.
- Continuously available
- Aligned with school-wide expectations.
- Implemented by all staff/faculty in a school.
- Flexible and based on assessment.
- Function-based.
- Allocated adequate resources.
- Continuously monitored.
Data Sources:
Data Sources:
BESS and/or Panorama data, Review 360 Office Referrals, Attendance Reports, Log Entries, Teacher/Family Referrals for support, Threat Assessments or other expressed risks, Behavior Screeners
BESS and/or Panorama data, Review 360 Office Referrals, Attendance Reports, Log Entries, Teacher/Family Referrals for support, Threat Assessments or other expressed risks, Behavior Screeners
Tier 3 practices stem from strong foundations in Tier 1 and Tier 2 supports. With both tiers in place, schools are free to organize individualized teams to support students with more intense needs.
The focus for students receiving Tier 3 supports is on rehabilitation and minimizing the risk of recurrence of mental health problems or behavioral episodes for students who have already experienced one or more behavioral crises. These supports are the most intensive and resource dependent, and thus are reserved for the approximately 5 percent or less of students who do not respond to Tier 1 and 2 interventions. Again, students receiving Tier 3 supports must also receive all appropriate Tier 1 and Tier 2 supports. As an example, conducting a functional behavior assessment (FBA) to determine the events preceding and following problem behavior is often used to create an individualized behavior plan.
All Tier 3 supports should be initiated and monitored by your MTSS Team.
Behavior Supports
Behavior Support Plan
Individualized Point Sheet
Referral for additional support (District Behavior Team, etc)
Functional Behavior Assessments, as determined by MTSS team
Function Based Thinking Training for all (teachers and staff)
Social Emotional Learning
Mental Health Referral by MTSS Team
Increased Instruction and Practice with Self-Regulation, Executive Functioning, and CCR Skills
Panorama
Playbook
Intervention Plan
Restorative Practices
Conflict circles
Formal conferences
Request form for the above services
Community Supports
Connection to community resources through School Counselor or Social Worker
Conflict/Resolution Circles or Conferences
Additional Support:
Social Work Referral
Interventions for Students and Parents
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