Description of the Intervention

TIER II, TIER III & SPECIAL EDUCATION INTERVENTION

The TISD Behavior Contract is a collaborative intervention planning tool used within the MTSS framework to increase student ownership, provide consistent adult support, and align behavioral interventions to identified student needs. The contract is required at a minimum for Tier II interventions and must be reviewed and revised when a student moves to Tier III.

The contract should never be completed in isolation. It is developed in collaboration with the student's support team and uses multiple sources of data, including:

• SAEBRS screening results

• Office discipline referrals and behavior data

• Teacher observations

• Student interview/input

• Family input when appropriate

• Functional understanding of the behavior (Why is the behavior occurring?)

The goal is to ensure interventions target the student's skill deficit while supports, reinforcement, and consequences address the function of the behavior.

Before Completing the Contract

The MTSS team should answer four questions.

1. What social-emotional skill needs improvement? - SAEBRS results

2. What behavior do we want to increase or decrease? -Behavior, attendance, academic data

3. Why is the behavior occurring?- Functional thinking (ABC patterns, interviews, observations)

4. What supports will teach the replacement behavior? -MTSS intervention planning

Step 1: Identify Design Participants

Include everyone who will support implementation.

Examples:

• Student

• Teacher(s)

• Parent/Guardian 

• Behavior Coach

• Counselor

• Administrator

Step 2: Develop the Behavior Goal

The goal should directly connect to the identified SAEBRS skill deficit.

Ask: "What skill does this student need to learn or strengthen?"

Examples:

Instead of: Behave better

Write: By October 1, I will begin assigned work within two minutes in 4 out of 5 opportunities.

Instead of: Stop disrupting class

Write: During independent work, I will raise my hand and wait to be called on before speaking in 80% of observed opportunities.

Good goals are:

• Observable

• Measurable

• Positively stated

• Student friendly

• Connected to replacement behaviors

Step 3: Identify Barriers

Help the student understand why meeting the goal is difficult. These should reflect both student insight and team observations.

Possible barriers:

• I get frustrated when work is hard.

• I forget directions.

• I worry about making mistakes.

• I don't know how to ask for help.

• I get distracted by others.

• I become angry quickly.

Avoid writing:

• I'm lazy.

• I don't care.

• Bad attitude.

Step 4: Identify Steps

These are the replacement skills the student will practice. These should be directly connected to interventions being provided through MTSS.

Examples:

• Use my break card before becoming upset.

• Ask for help appropriately.

• Use positive self-talk.

• Follow my visual schedule.

• Check in with my mentor every morning.

• Use my calm-down strategy.

The steps should match the interventions documented in the MTSS plan.

Step 5: Select Rewards

Rewards should motivate the student while reinforcing the desired behavior. Whenever possible, rewards should match the function of behavior.

Examples:

If behavior is maintained by attention

• Lunch with teacher

• Positive phone call home

• Extra mentoring time

• Classroom helper

If behavior is maintained by escape

• Break after completing work

• Choice of work location

• Reduced assignment after meeting expectations

If behavior is maintained by tangible items

• School store points

• Preferred activity

• Technology time

If behavior is maintained by sensory needs

• Movement break

• Fidget access

• Sensory activity

Rewards should be:

• Immediate when possible

• Earned

• Clearly defined

• Realistic

Step 6: Determine Logical Consequences

Logical consequences should be directly connected to the behavior, help the student learn from the situation, and support the development of the replacement skill. Consequences should be instructional rather than punitive, preserve student dignity, and be implemented consistently.

Logical consequences should:

• Be directly related to the behavior.

• Teach responsibility and accountability.

• Include an opportunity to practice or re-teach the expected behavior.

• Maintain student dignity.

• Be paired with instruction and support—not used as a stand-alone punishment.

• Avoid unintentionally reinforcing the function of the behavior.

Examples of Logical Consequences

• Practice the expected behavior before returning to the activity.

• Participate in a restorative conversation or problem-solving conference.

• Complete a reflection sheet or behavior processing activity.

• Re-teach and practice the expected skill with an adult.

• Complete missed work during a structured time.

• Repair harm caused to others or the environment, when appropriate.

• Temporarily lose access to a privilege or preferred activity when the behavior demonstrates the student is not yet able to participate safely or responsibly.

Examples include:

• A student who is unsafe or unable to follow expectations during large-group activities may temporarily sit out of football, recess games, PE activities, or other group privileges until they demonstrate the expected behaviors needed to participate safely.

• A student who misuses classroom technology may temporarily lose independent technology privileges until they demonstrate responsible use.

• A student who is disruptive during cooperative learning may complete work independently until they can demonstrate appropriate collaboration skills.

When privileges are temporarily restricted, staff should:

• Clearly explain the connection between the behavior and the privilege.

• Teach and practice the expected replacement behavior.

• Define what the student needs to do to earn the privilege back.

• Restore access as soon as the student demonstrates the expected behavior.

Important: The purpose of temporarily limiting a privilege is to ensure safety, support skill development, and provide an opportunity to practice appropriate behaviors—not to punish the student.

Consider the Function of the Behavior

Logical consequences should not inadvertently reinforce the function of the behavior.

For example:

• If the behavior is maintained by escape or avoidance, repeatedly removing the student from class or difficult work may reinforce the behavior. Instead, provide support, teach coping or help-seeking skills, and ensure the student completes the expected task with appropriate accommodations.

• If the behavior is maintained by attention, lengthy one-on-one reprimands or public corrections may reinforce the behavior. Instead, provide brief, neutral corrections while increasing attention for appropriate behavior.

• If the behavior is maintained by access to tangibles or activities, ensure access to preferred items or activities is earned through demonstrating the replacement behavior rather than following the problem behavior.

Every consequence should answer the question:

"How does this consequence help the student learn, practice, and successfully demonstrate the behavior we want to see next time?"

This approach keeps consequences aligned with the MTSS philosophy of building student skills while maintaining accountability.

Step 7: Review the Contract with the Student

The facilitator should:

• Read each section aloud.

• Ask the student to explain it in their own words.

• Ensure the student understands:

  • What behavior is expected

  • What support adults will provide

  • How progress will be measured

  • What happens when they are successful

  • What happens when they need additional support

The contract should feel collaborative—not punitive.

Tier II Expectations

At Tier II, the contract should:

✓ Align to SAEBRS needs

✓ Address one or two priority behaviors

✓ Include one or two targeted interventions

✓ Include progress monitoring

Examples:

• Check-In/Check-Out

• Social Skills Instruction

• Behavior Academy

• Mentoring

• Self-monitoring

• Check & Connect

Review every 4–6 weeks during MTSS meetings.

Possible outcomes:

• Continue contract

• Modify contract 

• Fade supports

• Intensify to Tier III

Tier III Expectations

When moving to Tier III, revise the contract using additional data.

The revision should include:

• Updated SAEBRS data

• Progress monitoring trends

• More individualized interventions

• Increased reinforcement schedule

• Additional adult supports

• Family collaboration

Tier III contracts should reflect a deeper understanding of the function of behavior and more frequent and individualized interventions.

Progress Monitoring

Progress should be reviewed at least every 4–6 weeks during MTSS meetings using:

• Daily behavior point sheets

• Check-In/Check-Out data

• Behavior frequency, duration, or intensity data

• Teacher feedback

• Student self-reflection

• SAEBRS progress monitoring (when appropriate)

The MTSS team should determine whether to:

• Continue the intervention as designed.

• Revise the contract and interventions.

• Intensify supports (Tier III).

• Fade supports if goals have been consistently met.

By grounding the contract in SAEBRS data, functional thinking, explicit skill instruction, and ongoing progress monitoring, the Behavior Contract becomes a meaningful MTSS intervention that promotes skill development, consistency across settings, and positive student outcomes.

Progress Monitoring Tools

• Behavior Contract Guidance Document

• Behavior Intervention Tracking Log

• TISD Behavior Contract Intervention Fidelity Checklist

• Progress Monitoring Options 

Reproducible Behavior Contracts

• Behavior Improvement Contract (English) 

• Behavior Improvement Contract (Spanish)

• Early Elementary Behavior Contract (English)

• Early Elementary Behavior Contract (Spanish)

Reproducible Restitution Contracts (Alternative to Behavior Contract)

• Restitution Contract (English)

• Restitution Contract (Spanish)

Other Useful References

• Behavior Contracts - Additional information 

• List of free or low cost rewards 

• Forced Choice Reinforcement List