Tier One

Tier 1 systems, data, and practices support everyone across all settings. They establish the foundation for delivering regular, proactive support and preventing unwanted behaviors. Tier 1 emphasizes modeling, teaching, and acknowledging positive social, emotional, and behavioral (SEB) skills.

Tier Two

Tier 2 practices and systems provide targeted support. The focus is on supporting students who are at risk for developing more serious problem behavior before they start.

Tier 2 supports often involve group interventions with ten or more students participating. Specific Tier 2 interventions include practices such as social skills groups, self-management, and academic supports.

Tier Three

Tier 3 is an effective way to address sometimes dangerous, often highly disruptive behaviors creating barriers to learning and excluding students from social settings.

At most schools, there are 1-5% of students for whom Tier 1 and Tier 2 supports have not connected. At Tier 3, these students receive more intensive, individualized support to improve their behavioral and academic outcomes.

T

Academic Concern:

My child…

• is behind in class work and
  
• cannot keep up
  
• takes too long to do homework and needs much extra help at home
  
• gets poor scores on tests
  
• seems to be having more trouble with schoolwork than their peers
  
• gets high scores on tests and low scores on homework assignments or does not complete homework at all
  

Behavioral Concern:

My child….

• was sent out of class at least twice in the past month
  
• makes excuses to avoid going to school
  
• seems to have trouble getting along with classmates
  
• has been sent home early from school
  
• does not socialize well with classmates
  

Recommendation:

• Teachers discuss student concerns with the Team
  
• Teachers provide opportunities for students to practice grade-level skills in small groups, 30 minutes per day, 2 to 3 times per week
  
• Teachers collaborate with special education staff to receive additional help and learn strategies to work with diverse learners
  
• Teachers chunk assignments and provide smaller amounts of homework that target specific skills
  
• Parents check you’re your school to find out if after-school / enrichment programs are offered
  

Recommendation:

• Teachers discuss student concerns with the Team
  
• Teachers re-teach behavioral expectations and ensure that expectations are shared with parents
  
• Parents contact the school to find out of counseling sessions are offered
  
• Parents and teachers provide rewards and incentives for good behavior
  
• Parents and teachers immediately address undesired behaviors and model desired behaviors
  

T

Academic Concern:

My child…

• is behind in class work and
  
• cannot keep up
  
• takes too long to do homework and needs much extra help at home
  
• gets poor scores on tests
  
• seems to be having more trouble with schoolwork than their peers
  
• gets high scores on tests and low scores on homework assignments or does not complete homework at all
  

Behavioral Concern:

My child….

• was sent out of class at least twice in the past month
  
• makes excuses to avoid going to school
  
• seems to have trouble getting along with classmates
  
• has been sent home early from school
  
• does not socialize well with classmates
  

Recommendation:

• Teachers discuss student concerns with the Team
  
• Teachers provide opportunities for students to practice grade-level skills in small groups, 30 minutes per day, 2 to 3 times per week
  
• Teachers collaborate with special education staff to receive additional help and learn strategies to work with diverse learners
  
• Teachers chunk assignments and provide smaller amounts of homework that target specific skills
  
• Parents check you’re your school to find out if after-school / enrichment programs are offered
  

Recommendation:

• Teachers discuss student concerns with the Team
  
• Teachers re-teach behavioral expectations and ensure that expectations are shared with parents
  
• Parents contact the school to find out of counseling sessions are offered
  
• Parents and teachers provide rewards and incentives for good behavior
  
• Parents and teachers immediately address undesired behaviors and model desired behaviors
  

Academic Concern:

My child…

• is getting more frustrated with school every day
  
• can’t keep up with classwork and doesn’t seem to understand what the teacher expects
  
• frequently noticed for weaknesses rather than strengths
  

Recommendation:

• Teachers reconvene with Team to discuss increased supports
  
• Teachers invite parents to meetings and get permission to engage in more intensive support/testing
  

Behavioral Concern:

My child…

• is having behavior problems that seem to be getting worse
  
• has been sent to in-school suspension programs multiple times
  
• refuses to go to school
  
• requires me to miss time from work because of parent conferences
  

Recommendation:

• Teachers reconvene with the team to discuss increased supports
  
• Teachers invite parents to meetings and get permission to engage in more intensive support/testing
  
• Functional behavior assessment conducted
  
• A behavior intervention plan developed
  
• Teachers teach / model alternative behaviors to replace disruptive behaviors
  

Parent Support is Critical

As with all educational endeavors, parent support is critical for student success. To support this process, you should …

• Talk to your child’s teacher about your concerns
  
• Set a timeline for regular follow-up
  
• Volunteer and/or observe in your child’s classroom/school
  
• Learn about the academic/behavioral expectations for your child’s grade level and discuss these with your child
  
• Begin keeping behavior and academic
  
• Stay involved and engaged at all times
  
• Do not hesitate to ask questions
  
• Follow up with any evaluations or appointments that the Intervention
  
• Continue working with the team until you are satisfied with the plan developed to help your child.
  

Academic Concern:

My child…

• is getting more frustrated with school every day
  
• can’t keep up with classwork and doesn’t seem to understand what the teacher expects
  
• frequently noticed for weaknesses rather than strengths
  

Recommendation:

• Teachers reconvene with Team to discuss increased supports
  
• Teachers invite parents to meetings and get permission to engage in more intensive support/testing
  

Behavioral Concern:

My child…

• is having behavior problems that seem to be getting worse
  
• has been sent to in-school suspension programs multiple times
  
• refuses to go to school
  
• requires me to miss time from work because of parent conferences
  

Recommendation:

• Teachers reconvene with the team to discuss increased supports
  
• Teachers invite parents to meetings and get permission to engage in more intensive support/testing
  
• Functional behavior assessment conducted
  
• A behavior intervention plan developed
  
• Teachers teach / model alternative behaviors to replace disruptive behaviors
  

Parent Support is Critical

As with all educational endeavors, parent support is critical for student success. To support this process, you should …

• Talk to your child’s teacher about your concerns
  
• Set a timeline for regular follow-up
  
• Volunteer and/or observe in your child’s classroom/school
  
• Learn about the academic/behavioral expectations for your child’s grade level and discuss these with your child
  
• Begin keeping behavior and academic
  
• Stay involved and engaged at all times
  
• Do not hesitate to ask questions
  
• Follow up with any evaluations or appointments that the Intervention
  
• Continue working with the team until you are satisfied with the plan developed to help your child.
  

Contact Information

topperr@lancsd.org

661-942-9508