Tier I
Tier I supports for all students meet the needs of roughly 80% of school’s students. It establishes and teaches a universal set of positive behavior expectation by identifying three to five core behavioral values for the school. Generally, schools identify concepts such as respect, responsibility, safety, productivity, and effort as their core values. Students will receive direct instruction in the behavior expectations and have the opportunity to demonstrate and practice in different settings. As a universal strategy, systems should be established within the school to provide positive acknowledgment and reinforcement to all students for demonstrating the high priority behaviors that have been established. A predictable and consistent consequence system for behavior infractions is established by categories of major and minor infractions. Effective procedures and supervision in non-classroom areas is provided as well as effective instruction and classroom management.
Tier II
In Tier II, approximately 15% of the student population who evidences needs for behavioral/social skills will be provided additional interventions to support those who do not sufficiently respond to Tier I strategies. Tier II students are identified by analyzing office referral data, staff, or family and may be at risk for developing chronic problem behavior. Interventions at this level are implemented through a flexible and systematic process. Targeted interventions should be based upon a functional behavior assessment, and include increased structure, prompts, and feedback for students with instruction on skills needed to be successful. Examples of targeted interventions are check-in / check-out (CICO), Social-skills Club, School-based Mentor, Home/School Behavior Plan, Lunch Buddies, and/or Contracts.
Tier III
Tier III, approximately 5% of the student population whose behaviors are chronic/frequent, dangerous, highly disruptive, impeding learning, and/or resulting in social or educational exclusion. Other criteria may include six referrals and Tier II interventions that have been implemented with fidelity and been found to be ineffective. Tier III interventions and supports are tailored to the student’s specific needs and circumstances based on information collected following a comprehensive and collaborative assessment of the problem behavior by significant people in the student’s life. The Tier III interventions main objective is not only to diminish the problem behavior but to increase adaptive skills and opportunities for an enhanced quality of life for the student.
Tier III supports require time to be effective and crisis intervention may be necessary. It is not uncommon for behaviors of concern to continue to occur and may even become more severe initially. When severe episodes of problem behavior occur, it is important to provide a quick response to ensure the safety of the student and other as well as produce a rapid de-escalation of the behavior. The goals of crisis management procedures are protected and ensure the safety of the student and all others.
Tier III supports require time to be effective and crisis intervention may be necessary. It is not uncommon for behaviors of concern to continue to occur and may even become more severe initially. When severe episodes of problem behavior occur, it is important to provide a quick response to ensure the safety of the student and other as well as produce a rapid de-escalation of the behavior. The goals of crisis management procedures are protected and ensure the safety of the student and all others.