Elementary/Intermediate
Embedded Files
Tier II Behavior Supports are supplemental interventions in addition to Tier I prevention strategies that offer targeted support for some students.
Required Documentation
Follow this checklist to ensure all components of Tier II instruction are utilized.
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The Structure, Teach, Observe, Interact positively, and Correct fluently (STOIC) is a tool to describe the variables we can control to support positive student behavior.
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The Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) is a universal screener administered to students in Tier II for social, academic, and emotional behaviors.
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There are 4 functions of behavior; attention, obtain, escape, and automatic (sensory). The function of a behavior will allow the SIT to choose interventions that directly target the function of the behavior. This tool is best used for choosing other behavior interventions.
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Give students a collaborative, written plan that builds ownership of their behavior, connects support to the why behind the behavior, and keeps home, school, and student aligned on the same goal.
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Documentation of the targeted supports should occur frequently in Tier II.
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The app used to create, track, and update intervention plans for students receiving Tier 2 or Tier 3 support.
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What will we do if students haven't learned it? (Tier II)
Classroom Tier 2 Interventions
Give the student a clear, predictable picture of what their day looks like — reducing uncertainty and supporting smoother transitions between activities.
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Give the student a clear, predictable picture of what their day looks like — reducing uncertainty and supporting smoother transitions between activities.
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Build a short run of "yes" before asking for the "no" — using a string of easy, high-probability requests to increase compliance with a harder, low-probability one.
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Teach the student to observe and record their own behavior against a target goal — building self-awareness and independence rather than relying solely on adult monitoring.
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Give the student a voice in a task through structured choice, building ownership and reducing work refusal — without giving up the expectation that the task gets done.
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Give students something to look at, not just listen to — supporting understanding, independence, and follow-through on directions or expectations.
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A reproducible form designed to help students reflect on their self-control, understand its importance, plan for its implementation, and identify consequences for a lack of it.
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Address challenging behavior by helping the student understand its impact and take concrete steps to repair it — preserving classroom learning time and preventing repeat behavior, with family involved from the start.
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Give a student daily, structured contact with a positive adult to decrease chronic, low-level behavior — especially behavior maintained by adult attention.
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Give a student a structured, appropriate way to take a short break from a task — reducing escape-motivated disruption while still keeping them engaged with the work.
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Deliver consequences tied to a specific student's actual preferences, so the reinforcement makes the target behavior more likely to happen again.
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Give the student a simple, visual way to identify their own emotional or behavioral state — and a matched coping strategy for each level — so they can self-regulate before things escalate.
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Help a student understand what to expect in a specific social situation — and what response is expected of them — by modeling it through a short, personalized story.
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Break a complex task down into small, teachable steps matched to the student's ability — making a skill that feels overwhelming as a whole achievable one step at a time.
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Pull-Out Tier 2 Interventions
Build a specific social-emotional skill in a small group or individual setting through explicit instruction, guided practice, and support generalizing it to real classroom and life situations.
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Give a student daily, structured contact with a positive adult to decrease chronic, low-level behavior — especially behavior maintained by adult attention.
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Pair systematic monitoring ("check") with a genuine, trusting mentor relationship ("connect") to re-engage students who are disconnecting from school.
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Give students who act out to escape or avoid non-preferred tasks a more appropriate way to get the same outcome — while incentivizing them to stay in class and persist through the work instead.
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