Elementary Tier 2 Manual

Canyons School District

Instructional Supports Department

undesired behavior or interfering skills

broad categories of behavior and/or multiple targets.

Another consideration in planning an intervention is to consider the function, or the reason for, a student’s behavior. Reasons for a student’s behavior generally fall into two categories: obtaining something or avoiding something. Knowing the function of a behavior can greatly assist in fnding an intervention that addresses the function, or the reason the student displays the challenging behavior in the frst place. For further information, see this professional learning on creating a student behavioral intervention plan. challenges, the problem-solving process focuses initially on Tier 1, classroom instruction and management, as a priority before identifying students who may beneft from more intensive interventions or services. Additionally, it is effcient and effective to have students with similar behavioral challenges grouped to receive similar interventions. Students who need a Tier 2 level of support should be able to be matched with standardized intervention protocols without a great need for individualization. For more complex behavior challenges, consult with your school’s wellness staff and/or make a referral to your school’s Student Support Team (SST). Monitor Progress The tracking of student behavior and monitoring progress of an intervention is not done by a designated assessment or curriculum measures. Rather, the data that is measured is determined by the intervention selected for the student. Data can be tracked on a spreadsheet, in the intervention program itself (e.g., CICO in PBIS Rewards) or simply graphed with paper and pencil. Or consider using a data graphing program such as this one available from Missouri PBIS. Behavior Interventions and Grouping When a large percentage of students demonstrate similar behavioral

● Choose

appropriate data source for progress monitoring

● Monitor

progress on target behavior/skill ● Problem solve around

intervention effectiveness

DRAFT Exit Criteria When a student is receiving a behavioral intervention, the exit criteria for that student should be determined prior to the intervention starting. A student can exit for two reasons: (1) the student has shown success and no longer requires targeted support or (2) the student is struggling to meet the target skill and needs more individualized support than is offered by the standardized protocol. For more detailed information on how to implement specifc standardized intervention protocols that are aligned with CSD’s Instructional Priorities, see Appendix D for more PBIS Tier 2 resources.

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