More Than a Gut Check: Measuring What Matters in Tier 2 Behavior Supports

In a robust Multi-Tiered System of Supports (MTSS), Tier 2 behavior interventions are designed to support students who need more targeted help than what Tier 1 universal supports can provide. But providing support is only one side of the equation—knowing whether they’re working is just as critical. Data-based decisions are essential at any level of a multi-tiered system, and just like the characters we discussed in the previous blog, the data of the student receiving Tier 2 intervention tells its own story.

Our Tier 2 students are receiving targeted interventions of weekly Skill Instruction, Check-In/Check-Out (CICO), and Feedback with Daily Behavior Report Cards (DBRC). But how do we know if these interventions are working?

That’s where measuring student outcomes becomes not just helpful, but essential.

Data-Driven Decisions

MTSS is built on the foundation of data-based decision making. In Tier 2, measuring outcomes allows us to:

• Track student progress over time
• Determine whether an intervention is effective
• Identify when to adjust, intensify, or fade support
• Ensure interventions are being implemented as intended

Without reliable data, Tier 2 becomes guesswork — and our students deserve better than that.

Key Tools for Measuring Outcomes

Tier 2 behavioral interventions aren't about punishment or compliance—they're about teaching replacement behaviors. The core goal is to help students develop the social, emotional, and behavioral skills they need to succeed.

Key focus areas often include:

• Self-regulation skills (e.g., recognizing triggers, using calming strategies)
• Social skills (e.g., initiating conversations, conflict resolution)
• Executive functioning (e.g., task initiation, time management)
  
  

Evidence-based interventions such as Check-In/Check-Out (CICO) or Feedback with a Daily Behavior Report Card (DBRC) target these skills directly. It’s critical that these supports are explicit, consistent, and reinforced throughout the school day, across settings.

Daily Check-In/Check-Out (CICO) Data

CICO is one of the most common and effective Tier 2 interventions. Through daily interactions, students develop strong relationships with a campus-based mentor and engage in goal-setting, self-reflection, and skill practice opportunities. 

What to measure:

• Student development and performance of short-term goals that are connected to a long-term goal or campus expectation. 
• Points earned daily for meeting behavior goals.
• Trends across weeks (e.g., percentage of days meeting the goal) and patterns by time of day or location (helps tailor supports)

This data provides a real-time look at how students are responding to structure, feedback, and adult connection. 

Daily Behavior Report Cards (DBRC)

In addition to direct skill instruction that is provided to students, students need feedback on their performance of behavior skills.  A critical component of this feedback is acknowledgment of desired behaviors.  When a student receives an acknowledgement, this feedback increases the likelihood that they will display those desired behaviors in the future.  Another part of feedback is the correction of challenging behaviors.

Students should be provided with correction for misbehavior in a way that leads to instruction of missing skills or strategies and prompts more desired behaviors in the future.

DBRCs offer feedback aligned with core school values — typically Safe, Respectful, and Responsible. These values are operationalized into observable behaviors (e.g., keeps hands and feet to self, uses kind words, follows directions).

What to measure:

• Use of the Daily Behavior Report Card 1-5 scales for safe, respectful & responsible measures to quantify the student’s behavior performance during the time period.
• Consistency of the feedback loop being provided by campus staff.
• Overall daily percentages of expectations met (if using a software system, this can be done for you).

The delivery of feedback from staff to student is the key to this intervention, not the DBRC form or software. However, the DBRC is a tool to guide and align the language used and topics covered during the feedback process. Over time, DBRCs help illustrate not just behavior change, but contextual trends—like time of day or subject area triggers.

Intervention Fidelity: Are We Doing What We Say We’re Doing?

Measuring outcomes is only meaningful if we’re implementing the intervention as designed. Fidelity checks help ensure consistency, especially when multiple staff members are involved.

Key fidelity indicators:

• Are check-ins and check-outs happening daily and on time?
• Is feedback being provided to students and feedback points being given consistently?
• Is the intervention being delivered according to the protocol?

When fidelity is high, we can be confident that outcome data truly reflects student response—not inconsistencies in implementation.

Staff Support Levels: Empowering the Adults Behind the Data

Tier 2 systems succeed when staff feel supported. Measuring staff support levels is just as crucial as tracking student data.

Ask:

• Do staff have the tools and time to implement interventions?
• Are they confident in using the DBRC or giving behavior-specific praise?
• Are there coaching or collaboration opportunities?

A strong Tier 2 system includes feedback loops for staff just as much as for students. When staff feel confident and capable, interventions are more likely to be implemented with fidelity and sustained over time. 

Creating systems of support for adults is just as important as creating systems of support for students.

Wrapping It Up: From Data to Growth

Ultimately, the goal of measuring student outcomes in Tier 2 is not just accountability — it’s growth. It’s about helping students build the skills they need to succeed in school and beyond. It’s about catching early signs of struggle and responding before they escalate. And it’s about building a community where safe, respectful, and responsible behavior is supported for everyone.

In Tier 2, what gets measured gets supported.

Let’s make sure our data tells the full story — and helps us write a better one for our students.

Looking for some additional resources for your journey?

Downloadable Resource:

Check out our Behavior Support Essential Data Tools guide to ensure you’re tracking, monitoring, and supporting student progress with clarity and consistency across every tier.

Online Course:

Take the The Check-In Check-Out Intervention for Schools course to learn the foundational components for the Check-In/Check-Out intervention and guidance for implementation.

Online Course:

Take the Feedback with the Daily Behavior Report Card (DBRC) Intervention course to learn the foundational components for the Feedback with DBRC intervention and guidance for implementation.