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.
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.
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.
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.
A behavior contract explicitly lists the expectations for the student and the teacher. The student must be involved in the development of the contract to increase buy-in by the student. This also increases student motivation to follow the contract. This intervention is best used for students who display behaviors consistently.
Documentation of the targeted supports should occur frequently in Tier II.
What will we do if students haven't learned it? (Tier II)
Classroom Interventions
First/then statements (Premack Principle, 1965) allow the student to know what is going to happen after he or she finishes the first task. Using first/then statements can reduce anxiety of what is going to happen next. It may also increase task completion by allowing the student to understand once he or she completes the task, he or she will get something desirable. This intervention is best used for difficult tasks for the student or when the student has a strong desire to receive reinforcement.
An individual/visual schedule provides the student with exactly what his or her day is going to look like and what he or she can expect throughout the day. These schedules can be created using pictures, photographs, or written words.
The use of a series of high-probability requests (what the student enjoys or is able to do easily) followed by a low-probability request (one that the student is less likely to complete with ease). This intervention can be successful with students who exhibit work refusal and who often say no to completing tasks. This intervention is best used for difficult tasks for the student or when the student is choosing not to follow adult directives.
Self-monitoring is a strategy and intervention used to teach students to self-assess their own behavior and record the frequency, intensity, or duration of their behavior.
Allowing the student to choose which one he or she wants to complete first will give the student a voice and allow the student to take ownership in the choice. This intervention is best used for difficult tasks for the student or when the student displays work refusal.
Visual supports are tools that enable the student to be able to look at what is being said to him or her. Visual supports can be helpful when a student has a hard time processing words, is a visual learner, needs a visual reminder, or can help the student understand and become more independent during a task.
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.
The "Restitution Form and Log" tracks student restitution details, while the "Restitution Contract" is a formal agreement from Tomball ISD for addressing challenging student behavior through parental collaboration and outlining restorative steps.
Teacher monitored - A targeted intervention that is used to decrease chronic, low-level behaviors. This intervention is most successful with students who have behavior maintained by attention, especially adult attention. This intervention is best used for students who thrive when given adult attention and students who may need a positive role model.
A break is used for students to calm down and relax in order to regain focus and concentration in academic and social settings. Breaks can be simply turning work over for 1-2 minutes or running an errand for the teacher. Breaks should not exceed 5 minutes. By teaching students to request a break and when to request a break may reduce the frequency of off-task and disruptive behavior. This intervention works with students who are taking breaks on their own by teaching an appropriate way to ask for a break.
An individualized reinforcement system provides consequences following particular behaviors. These consequences are to increase the likelihood of the particular behaviors to occur again in the future.
The 5-Point Scale is a simple, evidence-based tool that helps students identify emotions, understand behavior expectations, and use coping strategies before situations escalate. By breaking feelings and behaviors into five clear, visual levels, students learn to self-monitor, communicate their needs, and make appropriate choices across school settings. This intervention supports emotional regulation, problem-solving, and positive behavior for students of all ages.
Social stories model appropriate social interactions during a specific event demonstrating relevant social cues, other’s perspectives, and a suggested appropriate response.
A task analysis can be used to break down a specific task into small, achievable steps to meet the learning style and needs of a student. These steps can be divided into phases for teaching. Task analyses are primarily used for complex tasks (i.e. brushing teeth, washing hands, etc.) The amount of steps included in a task analysis depends on the student's ability.
Pull-Out Interventions
Students are placed into pre-designed small group or individual skill instruction based on identified social-emotional or behavioral needs. Instruction is provided by counselors, behavior coaches/interventionists, or teachers during designated intervention blocks or scheduled support times. Lessons use goal-setting, explicit instruction, modeling, practice, and feedback to teach targeted skills such as emotional regulation, problem-solving, coping strategies, and positive social interactions.
A targeted intervention that is used to decrease chronic, low-level behaviors. This intervention is most successful with students who have behavior maintained by attention, especially adult attention. This intervention is best used for students who thrive when given adult attention and students who may need a positive role model.
A relationship-based intervention that pairs a student with a trusted adult who provides regular check-ins, encouragement, goal setting, and problem-solving support. The mentor monitors the student's academic, behavioral, and social-emotional progress while strengthening school connectedness and promoting student success.
An intervention for students who have engaged in disruptive behavior during non-preferred activities, and the team suspects the function of the behavior is escape/avoidance. Students receive a set number of passes that allow them to stop working for a set amount of time. If a student persists and saves their passes, they can exchange them for other incentives.
Structured Recess
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