Tier II - Targeted Support (Supplemental)

Follow this checklist to ensure all components of Tier II instruction are utilized. 

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. 

SAEBRS Screener

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. 

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. 

STOIC Video

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 intervention is best used for choosing other behavior interventions.

Check-In/Check-Out (CICO) is 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. 

Community Service can offer students with mild behavioral challenges structured chances to develop prosocial skills and responsibility through positive contributions, typically in small groups with adult guidance, and often alongside other targeted interventions.

An Increased Supervision Plan provides a formal process for documenting supervision authority for students throughout the school day, ensuring they are always in a low-ratio setting with a responsible adult during unstructured times due to safety, medical, or behavioral needs.

Formally outlines an agreement for a student to repair harm, take responsibility for their actions, and develop prosocial skills following a behavioral incident, often involving those impacted and with consistent adult support.

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

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. 

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.

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. 

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 Think Sheet provides students with a structured opportunity to independently reflect on their actions, identify the impact of their behavior, and brainstorm alternative, more positive responses, fostering self-awareness and accountability.

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.