Tier 1 Behavior Support Plan Template for Schools

Edited by Rob Spain, BCBA, IBA

Not every student needs an individual behavior plan. In fact, most do not. About 80% of students in a well-functioning PBIS school respond to Tier 1 universal supports alone.

But here is the catch: Tier 1 supports only work if they are consistent, clearly defined, and systematically implemented. A vague "be respectful" poster on the wall is not Tier 1. A structured system with clear expectations, teaching routines, and consistent reinforcement is.

This guide provides a Tier 1 behavior support plan template, explains what belongs at Tier 1 vs Tier 2, and gives you ready-to-use examples for classroom-wide implementation.

What Is Tier 1 in PBIS/MTSS?

Tier 1 represents universal supports provided to all students in a classroom, grade level, or school.

Key features of Tier 1:

• Preventative (designed to stop problems before they start)
• Applies to everyone (not individualized)
• Evidence-based (grounded in behavioral principles)
• Data-informed (you track implementation and outcomes)

Examples of Tier 1 supports:

• School-wide or classroom expectations (clearly taught and reinforced)
• Consistent routines and schedules
• Positive reinforcement systems (praise, token economies, group rewards)
• Visual supports (schedules, cues, reminders)
• Active supervision and engagement strategies
• Social-emotional learning (SEL) curriculum

Tier 1 vs Tier 2 vs Tier 3: When to Use Each

Tier	For Whom	Intensity	Individualization	Example
Tier 1	All students (~80%)	Universal	None (applies to everyone)	Classroom-wide token economy
Tier 2	Some students (~15%)	Targeted	Small group or simple individual plan	Check-in/Check-out (CICO)
Tier 3	Few students (~5%)	Intensive	Fully individualized, function-based	FBA-based BIP for aggression

If a student is not responding to Tier 1, you move to Tier 2. If Tier 2 is not enough, you move to Tier 3 (which typically requires an FBA).

The goal is to provide the least intensive support necessary for success.

Components of a Tier 1 Behavior Support Plan

A strong Tier 1 plan includes the following components:

1. Clearly Defined Expectations

What it is: 3-5 positively stated behavioral expectations that apply across all settings.

Example:

• Be respectful
• Be responsible
• Be safe
• Be kind

How to make it work:

• Define what each expectation looks like in observable terms (a behavior matrix)
• Teach the expectations explicitly (model, practice, review)
• Post visual reminders in every classroom

Sample Behavior Matrix:

Expectation	Classroom	Hallway	Cafeteria	Playground
Be Respectful	Listen when others speak	Use quiet voices	Clean up after yourself	Include others in games
Be Responsible	Bring materials to class	Walk on the right	Follow lunch procedures	Return equipment
Be Safe	Keep hands to self	Walk, don't run	Stay seated while eating	Use equipment correctly

2. Teaching Routines

What it is: Explicit instruction in how to follow expectations.

How to teach expectations:

• Model: Show students what the behavior looks like
• Practice: Have students rehearse the behavior
• Reinforce: Praise students when they demonstrate the behavior
• Review: Reteach after breaks (weekends, holidays, after incidents)

Example lesson plan:

• Objective: Students will line up quietly and walk to the cafeteria following school expectations
• Model: Teacher demonstrates lining up, walking quietly, staying in line
• Practice: Students practice lining up while teacher provides feedback
• Reinforce: Teacher praises students who follow the routine
• Review: Reteach the routine every Monday morning for the first 3 weeks of school

3. Positive Reinforcement System

What it is: A system for acknowledging and rewarding students who meet expectations.

Examples:

• Verbal praise ("I love how you raised your hand!")
• Tangible tokens (tickets, points, stickers)
• Class-wide rewards (extra recess, movie day, popcorn party when the class earns 100 tickets)
• Individual recognition (student of the week, shout-outs)

Key principle: Reinforcement should outnumber corrections by at least 4:1 (ideally 5:1 or higher).

Example token economy:

• Students earn "Cougar Cash" for demonstrating expectations
• Cash can be exchanged for privileges (lunch with teacher, homework pass, free time)
• Class-wide goal: Earn 500 Cougar Cash by Friday for a class celebration

4. Consistent Responses to Problem Behavior

What it is: A clear, predictable system for addressing minor misbehavior.

Tier 1 responses to minor behavior:

• Proximity (move closer to the student)
• Non-verbal cues (eye contact, gesture, point to expectation poster)
• Verbal reminder ("Remember, we walk in the hallway")
• Redirect to the expected behavior ("Show me what respectful looks like")

When to escalate beyond Tier 1:

• Behavior is chronic (happening daily despite Tier 1 supports)
• Behavior is dangerous (aggression, elopement, self-injury)
• Behavior significantly disrupts learning

5. Data Collection and Progress Monitoring

What it is: Tracking implementation fidelity and student outcomes.

What to track:

• Office discipline referrals (ODRs) per month
• Number of students earning rewards
• Teacher implementation fidelity (are expectations being taught and reinforced consistently?)

Example data dashboard:

• September: 45 ODRs, 60% of students earned class reward
• October: 32 ODRs, 75% of students earned class reward
• November: 28 ODRs, 80% of students earned class reward

If ODRs are not decreasing or rewards are not being earned, revisit your Tier 1 implementation.

6. Family and Community Engagement

What it is: Involving families in supporting school-wide expectations.

Examples:

• Send home expectation posters or bookmarks
• Teach parents the same expectations at back-to-school night
• Recognize students who demonstrate expectations at home (parent nomination)
• Include expectations in school newsletters

Tier 1 Behavior Support Plan Template

Use this template to build or refine your Tier 1 plan:

TIER 1 BEHAVIOR SUPPORT PLAN

School/Classroom: _______________________
Grade Level(s): _______________________
Date Created: _______________________
Team Members: _______________________

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1. SCHOOL-WIDE/CLASSROOM EXPECTATIONS
List 3-5 positively stated expectations:
1. ___________
2. ___________
3. ___________
4. ___________

Behavior Matrix (define what each expectation looks like in each setting):
[Insert matrix or attach]

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2. TEACHING PLAN
How and when will expectations be taught?
☐ First week of school (lesson plans attached)
☐ Reteach after breaks (dates: _________)
☐ Ongoing review (frequency: _________)

Teaching methods:
☐ Direct instruction and modeling
☐ Practice and role-play
☐ Visual supports and reminders
☐ Video examples

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3. REINFORCEMENT SYSTEM
How will students be acknowledged for meeting expectations?

Positive reinforcement strategies:
☐ Verbal praise (specific, immediate)
☐ Tangible tokens (name of system: _________)
☐ Class-wide rewards (describe: _________)
☐ Individual recognition (describe: _________)

Reinforcement ratio goal: _____ positive interactions for every 1 correction

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4. RESPONSES TO PROBLEM BEHAVIOR
How will staff respond to minor misbehavior?

Minor behavior responses (in order):
1. ___________
2. ___________
3. ___________

Major behavior responses (when to escalate):
- Behavior is: ☐ Dangerous  ☐ Chronic  ☐ Significantly disruptive
- Escalation procedure: ___________

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5. DATA COLLECTION
What data will be tracked to monitor Tier 1 effectiveness?

Metrics:
☐ Office discipline referrals (ODRs)
☐ Attendance rates
☐ Reward system participation (% of students earning rewards)
☐ Teacher implementation fidelity (observations, self-assessment)

Data review schedule: _________ (monthly, quarterly)

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6. FAMILY ENGAGEMENT
How will families be involved?

Strategies:
☐ Expectation materials sent home
☐ Back-to-school night presentation
☐ Parent recognition program
☐ Newsletters and reminders

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IMPLEMENTATION CHECKLIST
☐ Expectations are posted in all settings
☐ All staff trained on Tier 1 plan
☐ Teaching lessons completed with all students
☐ Reinforcement system is active
☐ Data collection systems in place
☐ Family communication sent

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REVIEW DATE: ___________
TEAM MEETING SCHEDULE: ___________

Example Tier 1 Scenario: 3rd Grade Classroom

Context: Ms. Garcia's 3rd grade class has 24 students. Minor disruptions (talking out, off-task behavior) are frequent. She wants a structured Tier 1 plan.

Expectations:

1. Be Respectful
2. Be Responsible
3. Be Ready to Learn

Teaching Plan:

• First week of school: 15-minute lesson each day on one expectation
• Role-play scenarios (what does "be ready to learn" look like during independent work?)
• Visual posters at each learning center

Reinforcement System:

• Students earn "Star Bucks" (paper stars) for demonstrating expectations
• Individual reward: 10 Star Bucks = choose a prize from treasure box
• Class reward: 200 Star Bucks = extra recess on Friday

Responses to Minor Behavior:

1. Non-verbal cue (point to expectation poster)
2. Proximity (move closer to student)
3. Verbal reminder ("Show me what 'ready to learn' looks like")
4. If behavior continues: brief 1:1 check-in ("What expectation are we working on? How can I help?")

Data:

• Track number of Star Bucks earned per week
• Track number of times each student redirected (if >5 redirects per week, consider Tier 2)

Family Engagement:

• Send home Star Bucks system explanation at back-to-school night
• Weekly newsletter highlights students who demonstrated expectations

Outcome after 6 weeks:

• 90% of students earning rewards weekly
• Off-task behavior reduced by 60% (based on teacher tracking)
• 2 students not responding (moved to Tier 2 check-in system)

Common Tier 1 Mistakes

1. Expectations Are Too Vague

❌ "Be good" ✅ "Keep hands, feet, and objects to yourself"

2. Expectations Are Not Taught

Posting expectations on the wall is not teaching. Students need explicit instruction, modeling, and practice.

3. Inconsistent Reinforcement

If only one teacher is using the reinforcement system, it will not work. All staff in the setting must implement consistently.

4. Too Focused on Punishment

Tier 1 is about preventing problems and reinforcing desired behavior. If your plan is 90% consequences and 10% reinforcement, it is not Tier 1.

5. No Data Collection

You cannot improve what you do not measure. Track something (ODRs, reward participation, teacher observations) to know if Tier 1 is working.

When to Move Beyond Tier 1

Tier 1 is not enough if:

• A student is consistently not responding (getting redirected daily despite supports)
• Behavior is escalating in frequency or intensity
• Behavior poses a safety risk
• Student requires more individualized support to be successful

At that point, move to Tier 2 targeted supports or, if needed, a full FBA and Tier 3 plan.

How BehaviorSchool Can Help

If you need help building Tier 1, Tier 2, or Tier 3 behavior plans, the BehaviorSchool Behavior Plans tool provides templates, examples, and customization options for all three tiers.

For students who need Tier 3 support, use the FBA-to-BIP tool to create function-based, legally defensible plans in minutes.

Frequently Asked Questions

Is Tier 1 the same as PBIS?

PBIS (Positive Behavioral Interventions and Supports) is a framework that includes Tier 1, Tier 2, and Tier 3. Tier 1 is the universal foundation of PBIS.

Can I have a Tier 1 plan for just my classroom, or does it need to be school-wide?

Both work. School-wide Tier 1 is ideal (consistent expectations across all settings), but a strong classroom Tier 1 plan is better than no plan at all.

How long should I try Tier 1 before moving a student to Tier 2?

Give Tier 1 at least 4-6 weeks of consistent implementation. If a student is not responding after 6 weeks, consider Tier 2. If behavior is dangerous, do not wait, move to Tier 2 or Tier 3 immediately.

Do students with IEPs still receive Tier 1 supports?

Yes. Tier 1 is universal. All students, including those with IEPs, benefit from clear expectations and positive reinforcement. Students with IEPs may also receive Tier 2 or Tier 3 supports in addition to Tier 1.

How do I get teachers to buy in to Tier 1?

Show them the data. Schools with strong Tier 1 systems have fewer ODRs, less time spent on behavior management, and more time for instruction. Provide training, coaching, and regular feedback to support implementation.

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Need ready-to-use Tier 1 templates and resources? Try the BehaviorSchool Behavior Plans tool for customizable, evidence-based plans at all three tiers.