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Behavior Intervention

Tier 2 Behavior Interventions

Step 1: Create a Simple Plan.
(Templates, Annotated Templates, and Samples)

Click here for the Writing Tier 2 Plans: Behavior Intervention Feedback Cheat Sheet to improve the quality of your plans.

  • Type of Tier 2 Plan:
    All About You: What’s your Story? (Relationship Building Plan)
  • Plan Specific Materials:
    • All About You Template
    • Directions for filling in:
      1. When indicating the number of participating teachers, choose 1-3 teachers. Focus on teachers who have not built a relationship with the student yet. Write down the teachers names.
      2. The # of mini conversations means the # of mini conversations per teacher each day. In Gr 3+, this will most likely be 1. For K-2, this will most likely be 2 (since the students are with similar teachers all day).
      3. Determine where this plan lives. It could live on a clipboard, a section sheet binder, in a plastic cover by the door. Put it somewhere that teachers will remember to use it.
    • Suggestions for making age appropriate
      1. Replace the “what’s your story” graphic with a picture of the student or a picture of something the student enjoys.
      2. The purpose of the chart is for ADULTs to write down what they learn about the student. The chart doesn’t necessarily need to be student friendly – though we should be comfortable with the student seeing it.
  • All About You Exemplar Plan
  • Type of Tier 2 Plan:
    CICO (Check-In Check-Out)
  • Plan Specific Materials:
    • CICO Template
    • Directions for filling in:
      1. The “I am working on” is the DESIRED behavior. Examples include: raising my hand, staying in my seat, keeping my hands to myself, coming prepared to class, arriving on time after transitions (HS)
      2. Determine where this plan lives. It could live on a clipboard, a section sheet binder, in a plastic cover by the door. Put it somewhere that teachers will remember to use it.
      3. The purpose of the chart is for ADULTs to pause and give meaningful feedback to the student at frequent time intervals. Be specific about WHEN and WHO should pause to give the feedback to the student. Under “WHEN,” you could write a time range (e.g. 9-9:30) or a class (e.g. “writing”). Choose times that will be DOABLE. The plan will only work if the feedback occurs consistently.
      4. For the scoring, do not use negative numbers. Students cannot lose points – they can only earn or not earn them.
      5. Make sure the Daily and Weekly goals are ACHIEVEABLE, especially the first week. Students need to be able to experience initial success at the beginning before you can raise the goal.
      6. There is no reward or incentive associated with CICO. (BIP Lite involves a reward.) The reward is setting a goal and meeting it.
      7. The teacher coordinator is the teacher who will debrief the day with the student in a 1 min afternoon conversation and then communicate with parents/family (as they’ve previously agreed to on the contract).
    • Suggestions for making age appropriate:
      1. Replace the “Be the Best Me I Can Be” text box with a picture or saying that motivates the student.
      2. Replace the points earned with a smiling or frowning face for young students.
    • CICO Exemplar Plan
  • Type of Tier 2 Plan:
    Skill Building
  • Plan Specific Materials:
    • SKILL Building Template
    • Directions for filling in:
      1. The “I am working on” is the SKILL the scholar is working on. Examples include: expressing a complaint, recognizing when I feel angry and doing something to calm down, taking turns, being OK with not getting my way. The SKILL should NOT be the desired behavior. It’s the lagging skill that is preventing the student from doing the lagging behavior.
      2. The skill has to then be broken down into STEPs.
      3. The “Remind me to use my skills” is the non-verbal cue or one word cue that the TEACHER can use to remind a student to use the skill in the moment. Examples include an OK sign with your fingers, a wink, scratching your nose, pulling your ear.
      4. The two right hand side columns are for debriefing the AM and PM. Write down one success and then make a goal or focus for the afternoon.
      5. Determine where this plan lives. It could live on a clipboard, a section sheet binder, in a plastic cover by the door. Put it somewhere that teachers will remember to use it.
      6. The purpose of the chart is for ADULTs to pause and give meaningful feedback to the student at frequent time intervals. Be specific about WHEN and WHO should pause to give the feedback to the student. Under “WHEN,” you could write a time range (e.g. 9-9:30) or a class (e.g. “writing”). Choose times that will be DOABLE. The plan will only work if the feedback occurs consistently.
      7. For the scoring, students only get points (circle or fill in the smilies) if they do the social skill successfully.
      8. Make sure the goal is ACHIEVEABLE, especially the first week. Students need to be able to experience initial success at the beginning before you can raise the goal.
      9. There is no reward or incentive associated with Skill Building. (BIP Lite involves a reward.) The reward is setting a goal and meeting it.
    • Page 1: Suggestions for making age appropriate:
      1. Replace the “Using My Skills” text box with a picture or saying that motivates the student.
      2. Replace the smilies with boxes for older students or with small objects that connect to the student’s interests (e.g. 3 small basketballs, 3 small books, etc.).
    • Page 2: To make age appropriate:
      1. You can add pictures to illustrate the step. This is helpful for non-readers and younger students.
      2. You can also add pictures of adults doing the steps for older students.
      3. You can take a picture of the student doing the steps and put their picture on the chart.
  • Skill Building Exemplar Plan
  • Type of Tier 2 Plan:
    BIP Lite
  • Plan Specific Materials:
    • BIP Lite Template
    • Directions for filling in:
      1. The “I am working on” is the REPLACEMENT behavior. This is different than the target behavior – it is a scaffold to the target behavior. Examples include: tell a teacher when I am frustrated instead of running out of the room. (To follow this example, the skill of HOW to tell a teacher that you’re frustrated” would be the skill building component of the plan.
      2. Determine where this plan lives. It could live on a clipboard, a section sheet binder, in a plastic cover by the door. Put it somewhere that teachers will remember to use it.
      3. The “reasons why I believe I can do it” are both for the student and teachers using the plan. The teachers can easily reference these to support the student to “maintain hope” even after a tough period.
      4. The “3 ways teachers can help me” section lists the TEACHER PREVENTATIVE strategies that the teacher should be using to proactively prevent the behavior from occurring.
      5. The purpose of the chart is for ADULTs to pause and give meaningful feedback to the student at frequent time intervals. Be specific about WHEN and WHO should pause to give the feedback to the student. Under “WHEN,” you could write a time range (e.g. 9-9:30) or a class (e.g. “writing”). Choose times that will be DOABLE. The plan will only work if the feedback occurs consistently.
      6. For the scoring, do not use negative numbers. Students cannot lose points – they can only earn or not earn them.
      7. Make sure the Daily and Weekly goals are ACHIEVEABLE, especially the first week. Students need to be able to experience initial success at the beginning before you can raise the goal.
      8. Unlike CICO, there is a daily and weekly reward or incentive if the student earns their goal. The reward should be something SMALL that the student wants. An option is to create a “choice chart” and ask the student to choose the reward at the beginning of the week. Each week, you can add 1-2 more choices to the choice chart. Make sure there is a plan to get the student the reward if it is earned.
      9. The teacher coordinator is the teacher who will debrief the day with the student in a 1 min afternoon conversation and then communicate with parents/family (as they’ve previously agreed to on the contract).  The teacher coordinator should also give the incentive/reward if it is earned.  BIP Lites will only work if the student has the opportunity to earn points consistently and get incentives consistently.
    • Suggestions for making age appropriate:
      1. Replace the motto in the text box at the top with a picture or saying that motivates the student.
      2. Replace the points earned with a smiling or frowning face for young students.
      3. For older students, have him/her fill in the goal portions of the plan.
    • BIP Lite Exemplar Plan
    • Additional Resources:

Step 2: Make an AGREEMENT
(with the student, family, and teachers).

Use the ​​Agreement Template​ to​ ensure that the scholar, teache​rs, parents/families, and plan owner all know their role in implementing the plan and are clear on their commitments.

  1. Page 1: Directions:
    • Fill out the plan with the family, teachers, and scholar. Have a back pocket version ready to go so you can lead the family meeting effectively.
    • The plans are listed in order of intensity. For example, iuse “All about You” (relationship building) for a less invasive plan. It’s also OK to use multiple Tier 2 plans at the same time.
    • Make copies of the signed plan and distribute them to all parties.
  2. Page 2: Directions:
    • Check off all of the commitments that apply. Narrate aloud what everyone will commit to. The purpose is for the entire team to know what it will mean to implement the plan.
    • Make sure that family communication is a component of the plan.
    • Always check off, “Believe in the scholar!”
  3. Age Appropriate:
    • Even for young students, it can be empowering for them to sign.

Step 3: PRACTICE implementation moves.

Roll out the plan and PRACTICE implementing. Use the Roll Out Agenda Template​ and Rolling Out Tier 2 Plans (Feedback Cheat Sheet)​ to identify the key moves to PRACTICE before implementing.​

Here are two sample agendas:

Here is a script for rolling out the plan to parents.

Step 4: Monitor implementation and coach teachers.

Use the Rolling Out Tier 2 Plans (Feedback Cheat Sheet)​ to observe and give feedback.​

Step 5: Celebrate Success!

Celebrate students! Shout out family members and teachers’ contributions!

Additional Resources

Training Materials:

Open Source

Behavior Intervention