Tier Two - Secondary
Once tier one is in place, schools may begin the implementation of tier two. Tier two, or the secondary level, is for the smaller percentage of students who are not responding to tier one interventions. These students may need more targeted interventions. This is where tier two comes in.
Steps for Tier Two Implementation:
1. Analyze your data. This is where all of your collected data from tier one really come in handy. It is important to look at locations/times of day problem behavior is typically occurring (sometimes simple changes in schedules or increased adult supervision in certain locations can cut back on problem behaviors), teachers and classrooms that may be in need of additional support, students who have multiply referrals and what types of interventions they could benefit from.
2. Create interventions that can serve the needs of several students. The check in - check out and behavior contract methods are both effective choices. For more information on these methods, look to the bottom of the page.
3. Collect data on any and all interventions. All information is valuable, especially during early phases of implementation.
4. Analyze data again and often and make changes where necessary. The PBIS team should do this together and report findings often to fellow staff members.
Once tier one is in place, schools may begin the implementation of tier two. Tier two, or the secondary level, is for the smaller percentage of students who are not responding to tier one interventions. These students may need more targeted interventions. This is where tier two comes in.
Steps for Tier Two Implementation:
1. Analyze your data. This is where all of your collected data from tier one really come in handy. It is important to look at locations/times of day problem behavior is typically occurring (sometimes simple changes in schedules or increased adult supervision in certain locations can cut back on problem behaviors), teachers and classrooms that may be in need of additional support, students who have multiply referrals and what types of interventions they could benefit from.
2. Create interventions that can serve the needs of several students. The check in - check out and behavior contract methods are both effective choices. For more information on these methods, look to the bottom of the page.
3. Collect data on any and all interventions. All information is valuable, especially during early phases of implementation.
4. Analyze data again and often and make changes where necessary. The PBIS team should do this together and report findings often to fellow staff members.
Check in - Check out
The check in - check out method is a system that provides individual students with frequent, positive adult interaction, regular reminders of expectations, and daily feedback from the adults working with them. Check in - Check out is also a great strategy to increase communication between teachers, the student, and parents.
Example:
Morning Check-in: Dave gets dropped off at school, goes to his classroom to let his teacher know he is present, then goes to Mrs. Owen's (vice principal)* office for morning check-in. Dave receives his check-in sheet for the day and Mrs. Owen reviews Dave's goals for the day (submit homework assignments, raise hand to speak, calmly express any negative feelings he may be having with an adult, etc.). Additionally, she asks Dave about his morning; Did he eat breakfast, did he take his medication (Dave has ADHD and sometimes his mother forgets to give him his medication and he does not always remind her), is he ready for a great day or does he need a few more minutes? Mrs. Owen and Dave may also discuss what the positive choice to make is if he is in X, Y, Z type of scenario (this is especially useful if Dave had a difficult day earlier in the week).
*For this example, Dave's check-in adult is his vice principal but any staff member that the student trusts and has a positive relationship with will work (guidance counselor, behavior coach, adviser, etc.)
Dave returns to class and gives his check-in sheet to his teacher. At the end of the period his teacher will write a brief summary of Dave's behavior (both positive and negative) and returns the sheet to Dave. Dave gives the sheet to each of his teachers at the beginning of each class.
Afternoon Check-out: Dave returns to Mrs. Owen's office at the end of the day with his check-in sheet. He and Mrs. Owen review it together. If there are any negative reports they discuss it and, together, come up with alternative, positive choices Dave could make in the future. If Dave has met all of his daily goals, he is rewarded. Dave then takes the sheet home with him, gets it signed by his parents, and returns it to Mrs. Owen the next day.
The check in - check out method is a system that provides individual students with frequent, positive adult interaction, regular reminders of expectations, and daily feedback from the adults working with them. Check in - Check out is also a great strategy to increase communication between teachers, the student, and parents.
Example:
Morning Check-in: Dave gets dropped off at school, goes to his classroom to let his teacher know he is present, then goes to Mrs. Owen's (vice principal)* office for morning check-in. Dave receives his check-in sheet for the day and Mrs. Owen reviews Dave's goals for the day (submit homework assignments, raise hand to speak, calmly express any negative feelings he may be having with an adult, etc.). Additionally, she asks Dave about his morning; Did he eat breakfast, did he take his medication (Dave has ADHD and sometimes his mother forgets to give him his medication and he does not always remind her), is he ready for a great day or does he need a few more minutes? Mrs. Owen and Dave may also discuss what the positive choice to make is if he is in X, Y, Z type of scenario (this is especially useful if Dave had a difficult day earlier in the week).
*For this example, Dave's check-in adult is his vice principal but any staff member that the student trusts and has a positive relationship with will work (guidance counselor, behavior coach, adviser, etc.)
Dave returns to class and gives his check-in sheet to his teacher. At the end of the period his teacher will write a brief summary of Dave's behavior (both positive and negative) and returns the sheet to Dave. Dave gives the sheet to each of his teachers at the beginning of each class.
Afternoon Check-out: Dave returns to Mrs. Owen's office at the end of the day with his check-in sheet. He and Mrs. Owen review it together. If there are any negative reports they discuss it and, together, come up with alternative, positive choices Dave could make in the future. If Dave has met all of his daily goals, he is rewarded. Dave then takes the sheet home with him, gets it signed by his parents, and returns it to Mrs. Owen the next day.
Behavior Contract
A behavior contract is a great motivational tool. The contract is a simple, written agreement between a student and a teacher (parents may also want to sign the document and could add extra incentive for the student). A typical contract ties the student's behavior with some type of incentive.
Example:
This agreement between Dave and Ms. Clements states that Dave will:
-Raise his hand and wait quietly for Ms. Clements to address him if he has a question
- Complete each assignment to the best of his ability
-Ask for a short break if he is feeling overwhelmed
If Dave successfully completes these tasks Monday- Friday, he will be granted a 25 minute choice time on Friday afternoon.
Student Signature: _______________
Teacher Signature:________________
Parent Signature:_________________
A behavior contract is a great motivational tool. The contract is a simple, written agreement between a student and a teacher (parents may also want to sign the document and could add extra incentive for the student). A typical contract ties the student's behavior with some type of incentive.
Example:
This agreement between Dave and Ms. Clements states that Dave will:
-Raise his hand and wait quietly for Ms. Clements to address him if he has a question
- Complete each assignment to the best of his ability
-Ask for a short break if he is feeling overwhelmed
If Dave successfully completes these tasks Monday- Friday, he will be granted a 25 minute choice time on Friday afternoon.
Student Signature: _______________
Teacher Signature:________________
Parent Signature:_________________