Tier 2 Frameworks Slides Tier 2 Behavioral Frameworks
Navigating the Multi-Tiered System of Supports (MTSS)
Lesson 01
What is MTSS?
A comprehensive framework that schools use to provide targeted support to students who are struggling.
Data-Driven Decision Making
Evidence-Based Interventions
Systemic Logic
The Continuum of Care
The Three-Tier Logic
Tier 1: Universal
Prevention for all students (80-90%)
Common expectations, clear rules, and positive reinforcements campus-wide.
Tier 2: Targeted
Intervention for some (5-15%)
Small group support, social skills training, and Daily Check-Ins .
Tier 3: Intensive
Support for few (1-5%)
Individualized behavior plans, wrap-around services, and functional assessments.
The Logic of Targeted Support
Efficiency
Supports students who need more than universal but don't require the intensity of Tier 3.
Prompt Action
Intervenes early to prevent the development of more severe chronic behavior.
Monitoring
Frequent data collection allows for rapid adjustments to intervention.
Enter: Check-In/Check-Out
The most common Tier 2 behavioral intervention. It creates a structured, positive interaction between the student and a mentor.
Core Component
Positive adult contact + Feedback loop + Home-School connection.
Who belongs in Tier 2?
Good Candidates
Minor, chronic disruption
Attention-seeking behaviors
Lacks organizational habits
Responds to adult feedback
Low intensity, high frequency
Not Tier 2 (Yet)
Danger to self or others
Severe property destruction
Deep internalizing (Major depression)
Students responding to Tier 1
Functional behavior requires 1:1
Inquiry Time
You are handed a pyramid of intervention from a local district. A student, "Leo," has 4 office referrals for "talking back" in one month.
Where does Leo belong? Why?
Pyramid Analysis Worksheet Pyramid Placement Analysis
Foundations of Tier 2 Behavioral Interventions
Name: __________________________________
Date: ___________________________________
The Continuum of Support
TIER 3
TIER 2: TARGETED INTERVENTION
TIER 1: UNIVERSAL PREVENTION
In MTSS, the goal is to provide the "least intensive but effective" intervention. Over-identifying for Tier 2 or 3 wastes resources; under-identifying risks student crisis.
Student Case Analysis
Case A: Marcus
Profile 01
Marcus is a 4th grader who occasionally forgets his homework but follows all classroom rules. He has 0 office referrals and responds well to the "Star Student" token economy used by the whole class.
Recommended Placement (Tier 1, 2, or 3?):
Justification:
Case B: Sarah
Profile 02
Sarah is a 7th grader who has received 5 minor classroom citations for "chatting during instruction" and "being off-task" in the last 6 weeks. She seems to crave adult attention and often tries to engage the teacher in long side-conversations.
Recommended Placement (Tier 1, 2, or 3?):
Justification:
Case C: Jordan
Profile 03
Jordan is a 10th grader who recently transferred schools. He has been involved in three physical altercations in the hallway and has expressed thoughts of self-harm to the guidance counselor. He frequently skips class and refuses to speak to staff.
Recommended Placement (Tier 1, 2, or 3?):
Justification:
The Logic of "Least Intensive"
Why is it problematic to place a student like Marcus into a Tier 2 Daily Check-In program? Consider both the impact on Marcus and the impact on school resources.
Tier 2 Frameworks Teacher Guide Teacher Resource Lesson 01
Introduction to Tier 2 Behavioral Frameworks
Instructional Guide & Facilitation Notes
Time Estimate
90 Minutes
Group Size
Any (Whole Class)
Materials Needed
Slides, Worksheet
Learning Objectives
Define the Multi-Tiered System of Supports (MTSS) and its three-tier logic.
Differentiate between Universal Prevention (Tier 1) and Targeted Intervention (Tier 2).
Identify student profiles that are appropriate for Daily Check-In procedures.
Pacing & Facilitation
15 min
The Hook: Pyramid Inquiry
Display the Slide 7 "Inquiry Hook."
Ask students: "Where does Leo belong?" Don't give the answer yet. Allow for debate. Some will say Tier 2 because of the referrals; others might argue he's just testing boundaries (Tier 1). This sets the stage for the 'targeted' logic.
30 min
Direct Instruction
Slides 1 - 6.
Focus on the Tier 2 "sweet spot" : students who have low-intensity but high-frequency behaviors. Emphasize that Tier 2 is for students whose needs are not met by Tier 1 alone, but who do not yet require individualized plans.
30 min
Case Analysis (Worksheet)
Individual or small group work.
Students complete the "Pyramid Placement Analysis." Walk around and challenge their justifications. Look for students who might put Jordan (Tier 3) into Tier 2—ask them if a 10-minute check-in is sufficient for physical violence.
15 min
Debrief & Synthesis
"How does a Daily Check-In act as a bridge between Tiers?"
Close by previewing the next lesson on the psychological feedback loops that make these check-ins work.
Worksheet Answer Key
Case A: Marcus
Tier 1 (Universal)
Justification: Marcus is responding successfully to universal supports. Placing him in Tier 2 would be an inefficient use of resources and might stigmatize a student who is already meeting expectations.
Case B: Sarah
Tier 2 (Targeted)
Justification: Sarah exhibits chronic, low-intensity behaviors (off-task chatting) and is seeking adult attention. A Daily Check-In provides that attention in a structured way to reinforce staying on task.
Case C: Jordan
Tier 3 (Intensive)
Justification: Jordan's behaviors (violence, self-harm, refusal to speak) are high-intensity and involve significant safety risks. He requires intensive, individualized assessment and wrap-around clinical support beyond a standard check-in.
Feedback Loops Slides The Psychology of Feedback Loops
Behavioral Principles in Daily Check-Ins
Lesson 02
The Power of "Real-Time"
Imagine a basketball coach who only gives feedback two weeks after the game is over.
"Your footwork on that layup on the 14th was slightly off."
Does that change behavior?
Video Analysis: High-Frequency Feedback in Sports
The ABCs of Behavior
A
Antecedent
What happens before the behavior. The trigger or signal.
Example: The teacher asks for silence.
B
Behavior
The observable action the student performs.
Example: Student stops talking and looks up.
C
Consequence
What happens immediately after . Influences future behavior.
Example: Teacher gives a thumbs up.
CICO as a Feedback Mechanism
Immediacy
Feedback happens every hour/period, not once a week.
Specificity
Feedback is tied to clear, observable goals (e.g., "Stayed in seat").
Safety
Positive adult contact acts as a 'social buffer' for behavioral change.
Data Visualization
Daily progress points allow students to see their own growth.
Neuro-Reinforcement
Frequent positive reinforcement releases dopamine, which strengthens the neural pathways associated with the desired behavior.
Predictability = Reduced Anxiety
When students know exactly when and how they will be evaluated, their amygdala stays calm.
REINFORCEMENT LOOP
Is this just Bribery?
Bribery
"If you stop hitting, I'll give you a candy bar."
Negotiated during the behavior; reinforces the power struggle.
Reinforcement
"You met your goal of staying safe, so you earned your choice time."
Set in advance; reinforces the skill and effort.
"Check-In, Check-Out, Change."
We will now analyze a specific case study to identify how the ABC model is functioning within a standard daily check-in routine.
Behavior Analysis Worksheet Behavioral Feedback Analysis
The Psychology of Feedback Loops
Name: __________________________________
Date: ___________________________________
Coaching & Immediacy
Based on the class discussion regarding the basketball coach...
1. Why is feedback given 30 seconds after a play more effective than feedback given 3 days later?
2. How does a Daily Check-In (CICO) mimic the "coaching" model of feedback within a school setting?
The ABC Case Study
Scenario: Kevin's Math Block
Kevin is a 5th grader on a CICO plan. During math, the teacher gives the signal to start independent work (A). Kevin immediately starts tapping his pencil and looking around (B). The teacher walks by, taps Kevin's CICO sheet, and whispers, "If you start the first problem, I can give you a '2' for following directions." Kevin starts working. At the end of the period, the teacher circles a '2' and gives Kevin a high-five (C).
Antecedent
Identify the trigger...
Behavior
Identify the action...
Consequence
Identify the result...
3. In this scenario, how did the CICO sheet function as an antecedent for Kevin's work? Explain the "signal" effect.
Redesigning a Broken Loop
Imagine Kevin's teacher forgets to check his sheet until the end of the day . Kevin gets a '0' for Math because he didn't work.
4. Predict the behavioral outcome for Kevin the next day. Why does this "delayed feedback" fail psychologically?
5. Propose ONE adjustment to the routine to ensure the feedback loop stays "tight" and immediate.
Key Takeaway: A feedback loop is only as strong as its frequency and specificity.
Feedback Loops Lesson Plan Teacher Resource Lesson 02
The Psychology of Feedback Loops
Core Behavioral Principles & Case Facilitation
Time Estimate
75-90 Minutes
Core Theory
ABC Model / Operant Conditioning
Materials
Slides, Case Study, Video Clip
Learning Objectives
Analyze behavior using the Antecedent-Behavior-Consequence (ABC) model.
Explain why immediacy of reinforcement is critical for behavioral change in students.
Differentiate between bribery and positive reinforcement in a clinical/educational context.
Step-by-Step Facilitation
10 min
The "Sports" Hook
Show a video clip (or describe) of a high-intensity coach giving feedback. Ask: "Why does the athlete listen?" Pivot to the idea that feedback is most potent when the action is still fresh in the athlete's working memory.
25 min
ABC Theory Breakdown
Use Slides 3-5. Challenge students to provide their own ABC examples. Common Pitfall: Students often confuse 'Antecedents' with 'Reasons' (e.g., "He was mad"). Remind them that an Antecedent must be an external trigger (e.g., "The bell rang").
30 min
Kevin Case Study
Distribute the "Behavior Analysis Worksheet." Have students work in pairs to map Kevin's cycle. When discussing Part 3 (the broken loop), emphasize that delayed feedback is essentially no feedback for a student with executive functioning deficits.
15 min
Bribery vs. Reinforcement Debate
This is a common administrative concern. Ensure students can articulate that CICO is instructional (teaching a skill) rather than transactional (buying compliance).
Case Study Key: The Case of Kevin
A: Antecedent
Teacher signal for independent work.
B: Behavior
Kevin taps pencil and looks around (Avoidance).
C: Consequence
Teacher prompt (Reminder of reinforcement) + Final circle/high-five.
Question 3: CICO sheet as Antecedent?
Key Idea: The sheet acts as a visual prompt or "Discriminative Stimulus" (Sd) that signals to Kevin that reinforcement is available for the next set of behaviors.
Question 4: Broken Loop Outcome?
Key Idea: The behavioral association between "Working" and "Reinforcement" is severed. Kevin is likely to return to pencil tapping because the 'effort' of working didn't result in immediate value. Psychological failure: Lack of temporal contiguity.
CICO Evidence Slides Evidence Base for CICO
Is it Effective? A Review of the Literature
Lesson 03
The Abstract Challenge
You are presented with two studies. Both claim that CICO reduces office referrals by 50%.
Study A
"A teacher reported that after 3 weeks of checking in, her student seemed 'much calmer' and was sent to the office less often."
Study B
"A randomized controlled trial (N=150) showed a statistically significant reduction in ODRs (p < .05) with an effect size of 0.65."
Which one gets the funding? Why?
The Pioneers
Hawken & Horner (2003)
One of the first major studies establishing CICO as a viable Tier 2 intervention for attention-maintained behavior.
Crone, Hawken, & Horner (2010)
Standardized the "Responder" vs. "Non-Responder" logic, identifying that 60-75% of students respond to CICO.
67%
Average response rate across multiple meta-analyses.
Source: Mitchell et al. (2011), Maggin et al. (2011)
Effect Sizes & Outcomes
0.60
Moderate Effect
Considered a significant impact in behavioral interventions.
35%
ODR Reduction
Typical decrease in major office discipline referrals.
85%
Sustainability
Implementation fidelity is higher than complex behavior plans.
Function Matters
The research is clearest on one point: CICO works best when the student's behavior is maintained by adult attention.
"If they want you to notice them, CICO gives them a way to be noticed for being good."
Critical Evaluation: Where CICO Fails
Escape Function: If the student wants to avoid work, checking in doesn't solve the core issue.
Internalizing Behaviors: Research is thinner on anxiety/depression interventions via CICO.
High School Context: Most evidence is focused on Elementary and Middle school populations.
Fidelity: If teachers don't fill out the sheet, the evidence of efficacy disappears.
Becoming a Critical Consumer
We are now going to evaluate two actual (anonymized) abstracts to practice identifying rigorous behavioral research.
Research Rigor Worksheet Research Rigor Evaluation
Lesson 03: Evidence Base for CICO
Name: __________________________________
Task: Read the two anonymized research abstracts below. Your job is to determine which study provides more "rigorous" evidence for the use of Daily Check-In (CICO) procedures. Use the evaluation criteria on the following page.
Study A
"The Positive Impact of Mentorship on Middle School Behavior"
"This study examines the implementation of a Check-In/Check-Out system in one suburban middle school. The researcher interviewed three teachers who participated in the program for four weeks. All teachers reported that their students 'seemed happier' and that the classroom environment felt 'more productive.' One teacher noted that her target student had only one office referral during the intervention period, compared to three the month before. The study concludes that CICO is a powerful tool for improving school culture through positive adult relationships."
Study B
"A Multi-Site Randomized Controlled Trial of Tier 2 Behavioral Support"
"Following a randomized controlled design, 12 elementary schools (N=240 students) were assigned to either a CICO intervention group or a waitlist control. Daily progress report (DPR) data and Office Discipline Referrals (ODRs) were collected over 12 weeks. Results indicated that students in the CICO group showed a statistically significant reduction in major ODRs (p < .01) and a moderate effect size (d = 0.58) for increased academic engagement. The study identifies 'attention-maintained behavior' as a key moderator for intervention success."
Comparative Analysis
Criteria Study A Notes Study B Notes Sample Size (N) Data Type Design Method Reliability
Critical Synthesis
If you were presenting a case to a school board to justify spending $5,000 on a CICO software tracking system, which study would you cite? Why is the "p-value" and "effect size" more persuasive in a budget meeting than "teacher impressions"?
Trauma Informed Routines Slides Trauma-Informed Routines
Neurological Regulation through Daily Check-Ins
Lesson 04
The Cortisol Question
How does a simple 2-minute morning greeting physically alter a student's brain chemistry?
"Safety is the prerequisite for learning. If the brain is scanning for threat, it cannot process math."
PREDICTABILITY = SAFETY
Predictability lowers the "stress baseline."
Where the Intervention Hits
The Brainstem
Survival
"Am I safe?"
CICO provides a predictable routine.
The Limbic System
Connection
"Am I loved/seen?"
CICO provides 1:1 adult interaction.
Prefrontal Cortex
Executive Function
"Can I learn?"
CICO provides feedback loops for goals.
The "Lid" Effect
In students with chronic stress, the Limbic system (amygdala) "hijacks" the Prefrontal Cortex. They lose the ability to self-regulate.
The Behavioral Trap
"They aren't being bad; they are being survival-driven."
CICO as "Co-Regulation"
A daily check-in isn't just about the points. It's about the student borrowing the calm of the adult mentor.
Mirror Neurons
The student's brain literally attempts to mirror the regulated state of the mentor.
The "Buffer"
A positive greeting creates a 'neurological shield' before the student enters the classroom.
Shifting the Narrative
Traditional Logic
"What's wrong with you?"
Focuses on compliance, punishment, and fixing the behavior.
Trauma-Informed Logic
"What happened to you?"
Focuses on safety, regulation, and strengthening the relationship.
Mapping the Brain
We will now map specific student behaviors to neurological states and identify how CICO interventions provide the necessary "antidote."
Neurological Regulation Map Worksheet Neurological Regulation Map
Trauma-Informed Perspectives on Routines
Name: __________________________________
Lesson 04 Activity
Mapping the Intervention
Daily Check-In/Check-Out (CICO) is often viewed as a behavioral tool, but neurobiologically, it is a regulation tool . For each brain region below, identify one specific part of the CICO routine that supports it and explain why.
The Brainstem
Survival Brain
Core Function: Physical Safety & Pattern Sensing.
Supporting CICO Component:
Neuro-Rational (Why it works):
The Limbic System
Emotional Brain
Core Function: Social Bonding & Threat Detection.
Supporting CICO Component:
Neuro-Rational (Why it works):
Prefrontal Cortex
Thinking Brain
Core Function: Goal Setting & Self-Monitoring.
Supporting CICO Component:
Neuro-Rational (Why it works):
The "Morning Greeting" Analysis
Research suggests that a high-quality "Morning Greeting" (positive adult eye contact, use of the student's name, and a quick check on their mood) can lower cortisol levels for up to two hours.
If a student has a high-stress home environment, how does this 2-minute routine act as a "neurological buffer" before they enter a high-stakes classroom like Math or English?
Core Synthesis Question
We often say "relationships are the key." Based on your neurological map above, provide a scientific explanation for why a relationship (limbic connection) is necessary before a student can successfully use their behavior points (cortical monitoring).
Organizational Readiness Slides Assessing Organizational Readiness
From Theory to Implementation
Lesson 05
The "Quick Fix" Trap
"We have too many behavioral issues. Let's just start a Check-In program next Monday. We'll figure it out as we go."
Why does this fail 90% of the time?
Lack of staff buy-in
No clear data tracking
Mentor burnout
The 4 Pillars of Readiness
1. Personnel
Do we have dedicated mentors? Is there an Implementation Lead ?
2. Infrastructure
How will we collect daily data? (Paper? Digital? Spreadsheet?)
3. Cultural Buy-In
Do 80% of staff agree that Tier 2 is a priority? Is it a "punishment" or a "support"?
4. Tier 1 Strength
Is our Universal system working? You can't "Tier 2" your way out of a broken Tier 1.
Staff "Surrender" vs. "Support"
If teachers see the check-in sheet as "one more thing to do," they will fill it out haphazardly.
Key Question for Readiness:
"Do staff understand that 5 minutes of daily feedback saves 20 minutes of classroom management?"
Building the Audit
Before implementing, an organization should score at least 80% on a standardized readiness audit.
Commit
Formal agreement from leadership.
Capacity
Staffing and time slots identified.
Criteria
Clear entrance/exit rules for students.
The Post-Mortem
We will analyze "Jefferson Academy"—a school that attempted CICO and saw behavioral incidents actually increase .
What was missing?
Post Mortem Worksheet Implementation Post-Mortem
Lesson 05: Organizational Readiness
Name: __________________________________
Case Study: Jefferson Academy
Jefferson Academy, a middle school with 600 students, decided to launch a CICO program in mid-October after a spike in hallway disruptions. The principal emailed all teachers a PDF of a generic point sheet and told them to "start using it with any kid who is acting out." No formal training was provided.
By November, the system was in chaos. Teachers often forgot to circle points until the end of the day. Students were losing their sheets, and there was no central person to collect the data. Some teachers used the point sheet as a threat ("If you don't be quiet, you're getting a zero!"), while others ignored it entirely. Behavioral incidents increased by 15% as students became frustrated with the inconsistent feedback.
Failure Diagnosis
Personnel Issues
Who was missing or under-utilized?
Describe the staffing failure...
Infrastructure Issues
How did the data system fail?
Describe the technical failure...
Cultural Issues
How was the program perceived by staff?
Describe the mindset failure...
Tier 1 Context
Why was the "start using with any kid" approach a red flag?
Describe the systemic failure...
The Restart Plan
You have been hired as a consultant to "save" the CICO program at Jefferson Academy. Propose three high-priority steps you would take to ensure the organization is ready before relaunching the program in January.
1
2
3
