Tier 2 Takes a Team: Creating Collaborative Support for Student Growth

As a parent, grandparent, or in my case, an auntie, you’ve likely read or created stories for the children in your life. Many of those stories feature a group of characters who face challenges, overcome obstacles, and ultimately grow. Without these characters, the story would lack direction, and we wouldn't be able to escape into the pages of the books we love.

In a similar way, when we think about building a Multi-Tiered System of Supports (MTSS) team to help implement a system of interventions for students, it’s like developing the characters in a Tier 2 story on our campus. Setting up a successful Tier 2 behavior system requires a clear plan, strong collaboration, and a commitment to meeting students’ needs. When executed well, this system allows staff to feel confident in implementing high-quality interventions and preventing burnout.

Why are dedicated roles in Tier 2 important?

The Tier 2 component of MTSS plays a crucial role in addressing the needs of students who require extra help beyond universal strategies but don't yet need the most intensive services offered by Tier 3. This targeted intervention system helps students struggling with behavioral challenges but doesn’t require a highly individualized, one-on-one approach.

A strong Tier 2 team is essential for the success of the system. This team is responsible for designing, implementing, and evaluating the interventions that address student needs. Research has shown that a teamed, collaborative approach allows behavior interventions to shift from a disciplinary and reactive model to an instructional and proactive one. In the world of education, we often refer to the importance of collaboration because when staff members work together—rather than in silos—student outcomes improve.

“Never doubt that a small group of thoughtful, committed people can change the world; indeed, it’s the only thing that ever has.” - Margaret Mead

Creating a well-developed Tier 2 system can be life-changing for the campus and for the students it serves. One of the most powerful aspects of Tier 2 is that it facilitates staff collaboration, rather than the independent efforts that often lead to the need to beg, borrow, or steal the time and focus of staff on our campus. 

Building Your Tier 2 Team

The success of Tier 2 interventions hinges on the collaboration and expertise of the team involved. To ensure that interventions are targeted and effective, building a well-rounded team with diverse skill sets and perspectives is crucial. Here are key roles to consider when assembling your Tier 2 team:

• Behavior Specialist or Interventionist: This person brings expertise in behavior management, interventions, and data analysis.
• Classroom Teacher: Teachers are instrumental in providing insight into the daily behaviors of students and are key to making informed intervention decisions.
• School Counselor or Psychologist: These professionals offer expertise in emotional regulation, mental health, and more intensive behavioral strategies.
• Campus Administrator: A principal or assistant principal is essential to ensuring that the Tier 2 system is implemented school-wide. They can advocate for resources and help monitor the effectiveness of interventions.
• Parent/Guardian Representatives: Involving parents is essential for ensuring that interventions are supported at home, and that there's a consistent approach between school and family.
• Support Staff: Other staff members can help provide interventions or monitor the progress of students receiving Tier 2 services.
  
  

Each team member brings something unique to the table, helping the group to see the full picture of student behavior and collaborate on solutions. Once your team is in place, the next step is to select the specific interventions that will support Tier 2 students. 

Collaboration is essential at this stage to ensure interventions are well-designed and meet students' needs.

Considerations for Tier 2 Interventions in Different School Levels

Elementary Considerations for Tier 2 MTSS Framework for Behavior

At the elementary level, early identification is key. This can include:

• Screening Tools: Behavior screenings (such as universal screenings or teacher referrals) help identify students needing extra support.
• Teacher Observations: Teachers provide valuable insights into a child’s social and emotional development.

Standard Targeted Intervention for Elementary Students:

• Weekly Skills Instruction: Direct instruction to fill skill and strategy gaps.
• Check-in/Check-out (CICO): Students check in with a mentor at the beginning and end of the day to establish a foundation of connectedness and prevention by activating skills.
• Scheduled Feedback with DBRC: The use of feedback to build the student’s independent use of skill.  

Integration with Academics:

• Behavioral and Academic Integration: At the elementary level, academic and behavioral interventions are often combined. For example, if a student struggles with social skills, they may be provided with behavioral support that ties into their academic learning environment (e.g., group work, peer interactions).
• Simple Behavior Acknowledgments: Positive reinforcement at the elementary level often includes direct feedback from staff that could be paired with tangible rewards like stickers, extra recess time, or classroom privileges, which are appropriate for younger students.

Family and Community Engagement:

• Family Involvement: At the elementary level, family engagement is vital, as younger students often rely on parents and guardians for reinforcement of school behaviors. Regular communication with families ensures consistency between home and school.
• Parent-Teacher Collaboration: Teachers often work closely with parents to ensure interventions are supported at home, and they may hold regular meetings to discuss a child’s progress.

Progress Monitoring and Data Collection:

• Frequent Data Collection: At the elementary level, data is collected frequently using the Daily Behavior Report Card (DBRC). Teachers provide regular feedback on the success of interventions and strategies.

Secondary Considerations for Tier 2 MTSS Framework for Behavior

At the secondary level, the focus shifts slightly to more structured interventions:

• More Detailed Data Analysis: An organized intervention plan is crucial since more staff are involved with the student plan.

Standard Targeted Intervention for Secondary Students:

• Weekly Skills Instruction: Direct instruction to fill skill and strategy gaps.
• Check-in/Check-out (CICO): Students check in with a mentor at the beginning and end of the day to establish a foundation of connectedness and prevention by activating skills.
• Scheduled Feedback with DBRC: The use of feedback to build the student’s independent use of skill.

Integration with Academics:

• Academic-Behavioral Connection: Secondary students' behavior is often closely linked to academic performance. More integrated interventions may combine academic support with behavioral strategies, recognizing the impact of academic struggles on behavior.
• Behavioral Classroom Modifications: In secondary schools, modifications to the classroom environment (e.g., seating arrangements, reducing distractions) are often necessary to support behavioral success, as students are more likely to have complex academic needs that influence their behavior.
• Intrinsic Motivation: At the secondary level, interventions focus more on intrinsic motivation, encouraging students to set personal goals, reflect on their behavior, and develop a sense of ownership over their actions.

Family and Community Engagement:

• Building Relationships with Parents and Students: At the secondary level, building positive relationships with both parents and students is crucial. Secondary students are more independent and may be less likely to share their challenges, so maintaining a strong connection with families is key to supporting behavioral growth.
• Peer Support and Mentorship: Secondary students benefit from peer mentoring programs or small group work, where they can engage with their peers to improve social and behavioral skills. This approach helps build a support network within the school.

Reinforcement and Motivation:

• Intrinsic Motivation Strategies: There is a shift toward fostering intrinsic motivation in secondary schools. Encouraging students to set personal goals, self-reflect, and evaluate their behavior helps develop a sense of ownership over their actions.
• Behavioral Incentives: While secondary students may still benefit from external rewards (e.g., earned privileges and participation in school-wide events), focusing on intrinsic motivation becomes more effective as they mature.

Progress Monitoring and Data Collection:

• Long-Term Tracking: Progress monitoring in secondary schools tends to be more long-term, tracking behavior patterns over a longer period to assess the effectiveness of interventions.
• Data-Driven Decisions: Teachers and administrators use data to make informed decisions about when interventions need to be adjusted. Data reviews help identify trends and areas where additional support may be necessary.

Putting it All Together

In both elementary and secondary settings, a well-thought-out Tier 2 framework can provide students with the support they need to succeed. 

It’s all about identifying the right team, using data-driven decision-making, and implementing targeted interventions.

Collaboration among teachers, administrators, support staff, parents, and students is essential to ensuring that the Tier 2 system is effective and students’ needs are met.

Training is a crucial component for the success of any Tier 2 MTSS (Multi-Tiered System of Supports) behavior team. A well-trained team ensures that interventions are implemented consistently, with the appropriate level of intensity, and in a manner that is responsive to the unique needs of students.

Training will:

• Ensure Consistent and Effective Implementation of Interventions
• Promote Collaboration Among Team Members
• Enhance Data-Driven Decision Making
• Prevent Burnout and Promotes Staff Confidence
• Ensure Fidelity to the Tier 2 Model
• Build a Common Language and Framework
• Empower Teams to Adjust Interventions Based on Student Needs
• Support Sustainable Long-Term Success
  
  

As with any great story, when the characters are given the right guidance and support, they can overcome their challenges and thrive. With a well-coordinated, instructional approach to behavior, your school community can create a supportive environment where every student has the chance to succeed.

Looking for some additional resources for your journey?

Downloadable Resource:

Check out our Tier 2 Behavior Support Roles & Responsibilities Worksheet, designed to help you develop a team to execute quality, effective, and efficient behavior systems.

Online Course:

Take the Introduction to Tier 2 Systems: The Bridges Framework for Behavior Support course to provide an overview of the purpose and components of Tier 2 behavior systems in schools.