Tier I Interventions
This resource has been created for faculty to provide support with Tier I interventions. Once an area of concern has been identified, select the appropriate heading below to view indicators of the specific behavior as well as possible interventions in response to the behavior.
Links will take you to suggested data collection sheets which you can copy to modify as necessary. Feel free to access the full list of data tracking sheets under the heading entitled, "Data Collection Forms".
If you have additional interventions/data collection tools you would like to share with colleagues via this resource, please send to melissa_behrens@whps.org.
Behavior: Poor Communication Skills
Indicators:
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inappropriate language (trackable)
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volume control (trackable)
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tone/attitude (trackable option #1) (trackable option #2)
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negative body language (trackable)
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refusal to speak/communicate (trackable option #1) (trackable option #2)
Possible Interventions:
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partner with/proximity in class to a positive role model
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redirection through modeling
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speak softly in a non-threatening way
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build a positive relationship with student
- positive reinforcement
Behavior: Organization
Indicators:
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Missing/Incomplete Assignments (trackable option #1) (trackable option #2)
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Messy binder (trackable)
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Frequently losing or leaving items behind (trackable option #1) (trackable option #2) (trackable option #3)
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Not utilizing assignment organizer/folders/binders (trackable option #1) (trackable option #2)
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Coming to class unprepared (trackable option #1) (trackable option #2)
Possible Interventions:
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First five/last five classroom procedure
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Daily materials check
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Confirm and reward assignment recording
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Locker checklist
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Daily Check in/Check out
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Weekly binder organization check
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Chunk out assignments
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Assign steps/assignments sequentially for pacing
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Assign a work partner
Behavior: Behavioral Self Regulation
Indicators: Unstructured Time
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late to class (trackable option #1) (trackable option #2) (trackable option #3)
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aggressive behavior with peers (trackable)
- Improper behavior in social areas (hallway, bus, cafe, locker room, etc.) (trackable option #1) (trackable option #2)
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improper use of technology (trackable)
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profanity/ disrespectful language or body language (trackable option #1) (trackable option #2)
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difficulty being where they are supposed to be (trackable option #1) (trackable option #2)
Possible Interventions
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Verbal prompting/redirection
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Time out/sensory break
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Conversation and reflection of behavior with student
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positive reinforcement
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visual reinforcement
Indicators: Structured Time
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talking during instruction (trackable option #1) (trackable option #2) (trackable option #3)
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not staying in seat (trackable option #1) (trackable option #2) (trackable option #3)
- calling out (trackable option #1) (trackable option #2) (trackable option #3)
- invasion of others' personal space (trackable option #1) (trackable option #2)
Possible Interventions
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preferential seating
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proximity
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verbal cues
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nonverbal cues
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time out/sensory break
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break between tasks
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positive reinforcements
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group contingencies
Behavior: Focus
Indicators: Underactive looks like:
- requiring excessive prompting (trackable option #1) (trackable option #2) (trackable option #3)
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head down (trackable option #1) (trackable option #2)
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staring blankly (trackable option #1) (trackable option #2)
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poor tracking of teacher and/or materials (trackable option #1) (trackable option #2)
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lethargic (trackable option #1) (trackable option #2)
Possible Interventions:
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a job/role in the classroom
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use of stand-up desk
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visual/auditory cues/prompts (desk tap, post-it on desk, agreed upon word, signal on board)
Indicators: Overactive looks like:
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pencil tapping/disruptive sounds or noises (trackable option #1) (trackable option #2)
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up out of seat (trackable)
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blurting out (trackable)
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tipping in chair (trackable)
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chatting with peers (trackable)
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fidgeting (trackable)
Possible Interventions:
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a job/role in the classroom
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use of stand-up desk
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quiet fidget tool (play-doh, “fidgets” etc.)
Behavior: Passive
Indicators:
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lack of classwork completion (baseline tracking tool) (tracking tool)
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lack of homework completion (trackable)
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lethargic (trackable)
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Apathy (trackable)
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Does not come prepared to class (trackable)
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Unengaged with peers and/or adults (trackable)
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Does not follow directions (trackable)
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Does things without permission (i.e. goes to the bathroom) (trackable)
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Head down (trackable)
Possible interventions:
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Engage in conversation with student to understand their interests
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Peer coaching
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preferential seating
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accommodate work
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pair/small group activity
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increase teacher interaction with the student
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Self monitor/assessment
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Engage in school activities
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Community service role/school “job”
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Parent involvement
Behavior: Defiance
Indicators:
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argumentative (trackable)
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teasing others (trackable)
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work refusal (baseline tracking tool) (trackable option #1) (trackable option #2)
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refusing to follow directions/rules and procedures (trackable)
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disruptive behaviors (trackable)
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tantruming behaviors (trackable)
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profanity (alert administration as appropriate) (trackable)
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not responsive to adult directives (trackable)
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angry and irritable (trackable)
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negative attitude with peers (trackable)
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deliberately annoying others (trackable)
Possible Interventions:
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Collaborate with student - negotiate win/win with student by providing two teacher selected options
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Allow student to take space when upset
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Engage student in high interest activities
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Recognizing, rewarding, and praising positive behaviors
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Give clear instructions
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Follow through with appropriate consequences
Behavior: Anxious or Depressive Symptoms
Students who seem depressed or anxious usually have more specific behaviors that are reflected in the other tabs on this page. Consider which of these behaviors are most concerning and look at the interventions under that behavior. For instance, a student who is depressed may be inattentive. Under the "inattentive" tab are interventions and data collection tools that may be helpful.
Behavior: Work Avoidant
Indicators:
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poor homework completion (trackable)
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poor classwork completion (baseline tracking tool) (tracking point sheet)
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frequent requests to leave (trackable option #1) (trackable option #2)
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long periods of time out of the classroom (trackable option #1) (trackable option #2) (trackable option #3)
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engaging in off-task behavior (trackable option #1) (trackable option #2) (trackable option #3)
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pulling other students off-task (trackable option #1) (trackable option #2)
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constantly breaking rules/policies in the classroom with intent to be removed (trackable option #1) (trackable option #2)
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sabotage materials/activity (trackable)
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poorly organized, not coming to class with necessary materials (trackable)
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constant requests of teacher (trackable option #1) (trackable option #2)
Possible Interventions:
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break task into smaller, more manageable pieces
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acknowledge/validate students’ feelings (root of concern/frustration)
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frequently acknowledge student with positive feedback
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ensure teacher consistency: consistent expectations, consistent feedback
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offer choices (win-win)
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help student take first step in assignments
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strategic pairings for partner-work
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remove student from distraction but keep accountable for task
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increase structure for organization (provide folders designated for specific tasks, etc.)
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simple rewards for accomplishing small tasks
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provide self-monitoring tool for student
Behavior: Attention Seeking
Indicators:
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calling out (trackable option #1) (trackable option #2)
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showing off (trackable)
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out of seat (trackable option #1) (trackable option #2)
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faking injury/illness (trackable)
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overly emotional (trackable)
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provocative language (trackable)
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purposefully clumsy (trackable)
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inappropriate horseplay (trackable)
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inappropriate humor (trackable)
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picking on others (please alert administration of this situation) (trackable)
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constant requests of teacher (trackable option #1) (trackable option #2)
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violations to dress code (please alert administration) (trackable)
Possible Interventions:
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remove audience; provide discrete redirections
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provide structured time for student to receive teacher attention
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seek personal connection with student, provide time to talk outside of class time about non-curricular topics
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provide reflection sheet for student to complete to raise awareness of choices
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selective (positive) peer pairings
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plan engagement (for example: planned conversation outside of class time; planned # of questions allowed, etc.)
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plan high interest activities for students
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assign a classroom role/task
Data Collection Forms
Speech/Language Concerns
Indicator:
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student has difficulty following directions
Possible Goals to Address Need:
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Student will accurately restate the directions in sequential order prior to initiating independent classroom tasks following initial teacher modeling and mini lesson with no more than two teacher prompts.
- Following 5 minutes of independent classroom work, student will check in with the teacher to verify that work is on topic and progressing sequentially (teacher will record whether student is on track or not).
- Student will identify one classmate who (s)he can check in with to clarify misunderstandings with classroom directions.
Possible Strategies to Implement at Tier 1 Level:
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When providing directions, repeat them again using different words.
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Utilize gestures when giving directions.
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If there are several directions, give one to two directions at a time versus all at once.
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Be specific when giving directions.
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If possible, provide a visual cue. For example, if making an activity you can demonstrate the steps as you go along. Showing the completed project when applicable is also beneficial.
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When working with projects that have multi-step directions, write step-by-step directions on the board.
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Create a list of common directions that are used throughout the day. These can be laminated and placed on the board for the entire class to access, or a laminated card of directions can be placed on an individual student's desk.
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Seat the student having difficulty next to an individual who would be willing to provide assistance with multi-step tasks.