Tier 2 and 3

Attendance:

• Missing 2-5 days per month

Behavior:

• 4 or more Classroom Behavior notes

• 1 ODR in a month (elementary)

• 2 ODR in a month (middle and high school)

• 1 suspension in a month (elementary)

• 2 suspension  in a month (middle and high school)

What?

• Check-In/Check-Out (CICO) is a well-researched Tier 2 behavior support system designed to provide structure, feedback, and positive adult interaction for students who need additional behavioral support throughout the school day. 

Why?

• Check-In/Check-Out engages students in specific relationship-building with staff members. The goal of the intervention is to increase positive adult interactions, provide immediate, consistent feedback, reinforce school-wide expectations, and strengthen self-monitoring and accountability.

Core Components

• Morning Check-In: Student meets mentor/greeter in the morning and sets goals

• Progress Monitoring: Student has a Daily Progress Report (DPR) for daily “scores”

• Regular Positive Interaction: Teacher meets with student briefly throughout the day

• Teacher Feedback: Teachers give ratings after each class

• Afternoon Check-Out: Student reviews progress with mentor

• Home Connection: Parent/guardian reviews and signs daily report

• Data Review: School team enters and monitors progress weekly through Infinite Campus

Resources

• Panorama Education research on CICO

• Implementation of Check-In/Check-Out to Improve Classroom Behavior of At-Risk Elementary School Students

• Check-In/Check-Out: A systematic evaluation and component analysis

• Evaluating the Efficacy of a Daily Check-in/Check-out Intervention for Students At Risk for Emotional and Behavioral Disorders

What:

• Social Academic Instructional Groups (SAIGs) are structured Tier 2 behavior supports that provide explicit small-group instruction and guided practice in a specific social, academic-engagement, or self-management skill shared by students with similar needs. SAIGs supplement Tier 1 supports and include feedback and progress monitoring beyond the group setting. 

Why:

• SAIGs teach skills students have not yet mastered and help students use those skills successfully across classrooms and school settings. The goal is to improve academic engagement and behavior through modeling, practice, feedback, reinforcement, and coordinated adult support. Students are selected according to data and an identified skill need—not a diagnosis or life circumstance. 

Core Components

• Data-Based Identification: Tier 2 team identifies a specific, shared skill need and applies documented entry and exit criteria.

• Matched Small Group: Students with similar instructional needs are grouped together; group size permits frequent practice and feedback.

• Explicit Instruction: Facilitator defines and models the skill, provides guided role-play or rehearsal, and gives corrective and positive feedback.

• Aligned Curriculum: Lessons address social behavior, self-management, or academic engagement and connect to schoolwide expectations.

• Generalization: Classroom staff use precorrection, prompts, and behavior-specific feedback so the skill is practiced throughout the day.

• Progress Monitoring: An aligned DPR or daily rating tracks use of the skill across settings; the Tier 2 team reviews progress regularly.

• Fidelity and Decisions: The facilitator documents lessons delivered and student participation; the team continues, adjusts, fades, or intensifies support based on data.

Resources

• ·   MPS: Tiers 2 and 3

• ·   MPS: Social Academic Instructional Group Curriculum

• ·   Midwest PBIS Network: Tier 2 Continuum Beyond CICO

• ·   Center on PBIS: Tier II Data, Systems, and Practices

What:

• A Behavior Assessment/Intervention Plan (BAIP) is an individualized Tier 2, function-based problem-solving process for a student whose persistent behavior has not responded adequately to targeted supports. A brief behavior assessment identifies the routines, triggers, observable behavior, and maintaining consequence; the findings are used to design a practical intervention plan and monitor the student’s response. 

Why:

• The BAIP helps the team understand why a behavior is occurring and select supports that are logically linked to that purpose. The goal is to prevent predictable problems, explicitly teach an efficient replacement behavior, reinforce success, and create a consistent adult response. A common plan and ongoing data help adults adjust support before considering more intensive intervention. 

What:

• Define the Concern: Describe the interfering behavior and desired replacement behavior in observable, measurable terms.

• Verify Prior Support: Confirm that relevant Tier 1 and targeted supports were implemented with fidelity and review existing outcome data.

• Brief Assessment: Interview the student, family, and staff; identify routines where behavior is most and least likely; collect direct antecedent-behavior-consequence observations.

• Summary Statement: Identify the setting events, triggers, behavior, maintaining consequence, and most likely function of the behavior.

• Function-Linked Plan: Specify prevention strategies, instruction for the replacement skill, reinforcement, and consistent responses that reduce payoff for the interfering behavior.

• Implementation Plan: Identify responsible adults, locations, materials, start date, communication procedures, and any staff coaching needs.

• Progress and Fidelity Monitoring: Collect frequent student-outcome data and brief fidelity data; review both to determine whether the plan is working as designed.

• Team Decision: Continue, revise, fade, or move to a comprehensive Tier 3 FBA/BIP when the behavior is complex, dangerous, or unresponsive.

Resources

• MPS: Tiers 2 and 3—Behavior Assessment/Intervention Plan

• Center on PBIS: Function-Based Support—An Overview

• Center on PBIS: Tier 3 Brief Functional Behavior Assessment Guide

• IRIS Center: Behavioral Intervention Plans

What:

• Functional behavioral assessments (FBA) are a multi-step process that includes collecting data from multiple sources used to help clearly define and understand any behavior that interferes with a student’s learning or the learning of others. The goal of an FBA is to identify the function and underlying root cause of the behavior in order to develop a plan for adults to better support the student’s academic and functional needs. Decades of research have established that FBAs are an evidence-based, high-leverage practice that can improve student outcomes in educational settings. 

Why:

• The goal of an FBA should always be to identify the need(s) of the student that can be addressed through changes in adult behavior and the learning environment, and skill development and generalization through specially designed instruction, supplementary aids and services, or related services. 

Components

• Form the team and establish roles 

• Establish the purpose for conducting an FBA and determine notification and consent requirements 

• Identify and define behavior that interferes with learning or learning of others 

• Identify developmentally and educationally relevant questions  

• Gather standard data  

• Gather additional data 

• Synthesize the data  

• Analyze data to identify the function of behavior and root cause  

• Use the results of the FBA

What:

• Educational wraparound is a structured, strengths-based, and family-centered process designed for students with intensive or complex needs that require coordinated support across school, home, and community settings. The process brings together the student, family, educators, school leaders, and community service providers to identify strengths, understand the student’s and family’s most important needs, and develop one individualized plan with shared strategies and responsibilities. The goal of educational wraparound is to address the underlying needs affecting the student’s success, strengthen the family’s voice and decision-making role, and create consistent, coordinated supports that improve academic, behavioral, social-emotional, and functional outcomes. As an evidence-informed practice, educational wraparound emphasizes meaningful family participation, collaborative problem-solving, ongoing progress monitoring, regular plan refinement, and a purposeful transition to less intensive supports as the student’s needs are met. 

Why:

• The goal is to improve student outcomes by coordinating supports across home, school, and community, addressing significant needs, and helping the student successfully transition to less intensive interventions. 

Components

• Developing a student- and family-centered team

• Gathering assessment information and family perspectives

• Identifying student and family strengths, needs, and priorities

• Developing a safety or crisis plan, when needed

• Developing an individualized action plan

• Assigning strategies and responsibilities to team members

• Implementing and monitoring interventions

• Regularly reviewing progress and adjusting the plan

• Planning for completion and transition to less intensive supports

• Connecting the student and family with future services and resources

What: 

• Resilience, Empowerment, and Natural Supports for Education and Work (RENEW) is a structured, youth-directed school-to-career planning and individualized wraparound process for transition-aged youth who may be experiencing emotional or behavioral challenges, limited social supports, or difficulty identifying a path toward adulthood. Through a visual futures-planning process, a trained facilitator helps the youth identify their strengths, interests, dreams, needs, and important people; establish meaningful goals; develop an individualized plan; and build a team of supportive adults who can help put the plan into action. 

Why:

• The goals of RENEW are to increase youth self-determination and engagement, improve school and community functioning, promote high school completion, and support successful transitions to postsecondary education, employment, and adult life. Research and implementation outcomes have also connected RENEW with improved educational and employment outcomes and reductions in behavioral challenges and juvenile justice involvement. 

Components:

• Youth voice and self-determination

• Personal futures planning

• Individualized school-to-career planning

• Strengths-based approach

• Unconditional care

• Family, natural, and community supports

• Individualized wraparound planning

• Collaborative team support

• Systemic support and consultation