Tiers of Behavioral Support
Teresa Eveleigh, a behavior specialist with Holy Spirit School Division, provided me with behavioral support strategies that are organized into thee tiers. Tier 1 is considered universal, which address behaviors class-wide, whereas Tier 2 is targeted and individualized for specific student needs. Tier 3 involves referrals and specialists who join the collaborative response team who are supporting a student.
I've included resources on the Jigsaw Learning Four Tier Intervention Pyramid under Printables & Documents. This model extends beyond behavior intervention and offers a model for support intervention in literacy, numeracy, behavior and any other individualized needs.
I've included resources on the Jigsaw Learning Four Tier Intervention Pyramid under Printables & Documents. This model extends beyond behavior intervention and offers a model for support intervention in literacy, numeracy, behavior and any other individualized needs.
Tier 1 - Universal
❏ School and classroom expectations clearly outlined, explicitly
stated
❏ Classroom expectations reinforced often
❏ Well organized classroom
❏ Consistent routines
❏ Classroom environment is respectful of sensory needs
❏ Focus on positive relationship building
❏ Explicit instruction regarding social expectations
❏ Balance between individual, small group, and large group
activities
❏ Opportunities to contribute positively to the school community
❏ Pre-identified and clearly communicated natural consequences
❏ Instruction and encouragement to self regulate and self advocate
❏ Adults remain flexible in adapting to short term, infrequent
behaviour challenges
stated
❏ Classroom expectations reinforced often
❏ Well organized classroom
❏ Consistent routines
❏ Classroom environment is respectful of sensory needs
❏ Focus on positive relationship building
❏ Explicit instruction regarding social expectations
❏ Balance between individual, small group, and large group
activities
❏ Opportunities to contribute positively to the school community
❏ Pre-identified and clearly communicated natural consequences
❏ Instruction and encouragement to self regulate and self advocate
❏ Adults remain flexible in adapting to short term, infrequent
behaviour challenges
Tier 2 - Targeted
❏ Classroom expectations adapted to unique student learning needs
❏ Targeted support
❏ Specific and frequent feedback to student
❏ Assistive technology (visual schedules, fidgets, chewelry, adaptive seating, noise reduction headphones, etc.)
❏ Regulation breaks
❏ Connection with Family School Liaison Counsellor(FSLC), Family First Facilitator (FFF), First Nations Metis and
Inuit Worker (FNMI)
❏ Additional communication between home and school (beyond regular agenda)
❏ Classroom or individualized incentive program
❏ Explicit, 1:1 instruction
❏ 1:1 review of expectations
❏ Adult or Peer mentor with priority focus on relationship building
❏ Pre-teaching, pre-coaching for transitions and new situations or activities
❏ Teacher has accessed additional professional development specific to the student's needs
❏ Social skills instruction and modeling delivered by teacher, FSLC or a mental health worker (small group or
individual)
❏ Opportunities for problems solving
❏ Debriefing with possible restitution sessions
❏ Targeted instruction and support of self-regulation strategies
❏ Opportunities for small successes in accountability, responsibility, and behaviour improvement
❏ Identify and explicitly support student to learn behaviours that will make a positive difference in learning and
relationships
❏ Targeted support
❏ Specific and frequent feedback to student
❏ Assistive technology (visual schedules, fidgets, chewelry, adaptive seating, noise reduction headphones, etc.)
❏ Regulation breaks
❏ Connection with Family School Liaison Counsellor(FSLC), Family First Facilitator (FFF), First Nations Metis and
Inuit Worker (FNMI)
❏ Additional communication between home and school (beyond regular agenda)
❏ Classroom or individualized incentive program
❏ Explicit, 1:1 instruction
❏ 1:1 review of expectations
❏ Adult or Peer mentor with priority focus on relationship building
❏ Pre-teaching, pre-coaching for transitions and new situations or activities
❏ Teacher has accessed additional professional development specific to the student's needs
❏ Social skills instruction and modeling delivered by teacher, FSLC or a mental health worker (small group or
individual)
❏ Opportunities for problems solving
❏ Debriefing with possible restitution sessions
❏ Targeted instruction and support of self-regulation strategies
❏ Opportunities for small successes in accountability, responsibility, and behaviour improvement
❏ Identify and explicitly support student to learn behaviours that will make a positive difference in learning and
relationships
Tier 3 - Specialized
Tier 3 involves referrals and specialists who join the collaborative response team who are supporting a student. This could include the following professionals (and more):
Tier 3 professionals don't always fall under "behavior intervention" - tier 3 refers to referrals and specialists helping students in all areas: academics, behavior intervention, physical therapy, etc.
❏ Behavior Specialist
❏ Family School Liaison
❏ Clinician, psychologist, counselor
❏ Speech Language
❏ Physical Therapist
❏ Occupational Therapist
❏ FNMI Liaison
Tier 3 professionals don't always fall under "behavior intervention" - tier 3 refers to referrals and specialists helping students in all areas: academics, behavior intervention, physical therapy, etc.
❏ Behavior Specialist
❏ Family School Liaison
❏ Clinician, psychologist, counselor
❏ Speech Language
❏ Physical Therapist
❏ Occupational Therapist
❏ FNMI Liaison