Tier 2 Behavior Support Plan: Targeted Interventions for School Teams

Edited by Rob Spain, BCBA, IBA

Tier 1 is not enough, but the student does not need a full FBA yet. Welcome to Tier 2.

Tier 2 interventions sit in the middle: more intensive than universal supports, but less resource-heavy than individualized behavior intervention plans. When implemented well, Tier 2 can prevent 10-15% of students from ever needing Tier 3.

But Tier 2 only works if it is actually targeted, function-informed, and monitored with data. A vague "try a sticker chart" is not Tier 2. A structured check-in/check-out system with daily progress monitoring is.

This guide covers what Tier 2 is, when to use it, evidence-based Tier 2 interventions, and templates you can use tomorrow.

What Is Tier 2?

Tier 2 represents targeted supports for students who need more than universal Tier 1 but do not yet require intensive, individualized Tier 3 plans.

Key features of Tier 2:

• For students at risk (about 10-15% of the population)
• Implemented with small groups or individuals
• Low effort to implement (does not require a full FBA)
• Function-informed (based on a simple hypothesis, not a formal assessment)
• Progress monitored with data
• Time-limited (6-12 weeks with decision points)

Common Tier 2 interventions:

• Check-in/Check-out (CICO)
• Behavior contracts
• Self-monitoring systems
• Social skills small groups
• Mentoring programs
• Functional communication training (simple)

When to Use Tier 2

Use Tier 2 when:

• Student is not responding to Tier 1 alone (getting 3-5 redirects per day)
• Behavior is predictable and occurs in specific contexts
• Function is relatively clear from observation (escape, attention, access)
• Behavior is not dangerous or high-intensity
• You want to avoid a full FBA (either because it is not warranted yet or resources are limited)

Do NOT use Tier 2 if:

• Behavior is dangerous (aggression, elopement, self-injury)
• Behavior occurs across all settings with no clear pattern
• Function is unclear or the student has multiple competing functions
• Previous Tier 2 interventions have failed

In those cases, skip to Tier 3 and conduct a full FBA.

Decision-Making: Tier 1 vs Tier 2 vs Tier 3

Student Profile	Tier
Responds to Tier 1 supports (occasional redirects, generally compliant)	Tier 1
Needs 3-5 redirects per day, behavior is predictable, function is clear	Tier 2
Daily behavior incidents, high intensity, function unclear, or safety concern	Tier 3 (FBA required)

Evidence-Based Tier 2 Interventions

1. Check-In/Check-Out (CICO)

What it is: A daily system where a student checks in with an adult in the morning, receives feedback throughout the day on a point sheet, and checks out at the end of the day.

Best for: Students seeking adult attention or needing structure and feedback.

How it works:

1. Morning check-in (2-3 minutes): Student meets with a mentor (teacher, counselor, or administrator) to review goals for the day and receive encouragement.
2. Daily point sheet: Student carries a point sheet with 3-5 behavioral goals. Teachers rate the student's behavior each period (e.g., 0-2 points per goal).
3. Afternoon check-out (2-3 minutes): Student returns to mentor, reviews points earned, and receives praise or problem-solving support.
4. Home component (optional): Point sheet goes home for parent signature and reinforcement.

Example CICO point sheet:

Goal	Period 1	Period 2	Period 3	Period 4	Period 5	Period 6
Follow directions the first time	0 1 2	0 1 2	0 1 2	0 1 2	0 1 2	0 1 2
Keep hands, feet, and objects to self	0 1 2	0 1 2	0 1 2	0 1 2	0 1 2	0 1 2
Use respectful language	0 1 2	0 1 2	0 1 2	0 1 2	0 1 2	0 1 2

Daily goal: Earn 80% of possible points

Reinforcement:

• Daily: Verbal praise at check-out
• Weekly: If student meets 80% goal 4 out of 5 days, they earn a reward (extra recess, lunch with mentor, small prize)

Why it works: Provides structure, increases positive adult attention (often the function), and gives frequent feedback.

Pitfall to avoid: Point sheets become punitive. Teachers should focus on what the student did well, not what they did wrong. Frame it as "you earned 10 out of 12 points!" not "you lost 2 points."

2. Behavior Contracts

What it is: A written agreement between the student, teacher, and sometimes parents that specifies behavioral expectations and rewards for meeting them.

Best for: Students who need clear expectations and prefer negotiated agreements (often older elementary, middle, and high school students).

How it works:

1. Meet with the student to identify the target behavior (stated positively: "I will raise my hand before speaking" not "I will stop calling out")
2. Set a specific, measurable goal (e.g., "raise hand 8 out of 10 times during class discussions")
3. Identify a reinforcer the student values
4. Write and sign the contract
5. Review progress daily or weekly

Example behavior contract:

BEHAVIOR CONTRACT

Student: ____________  Teacher: ____________  Date: ____________

TARGET BEHAVIOR (what I will do):
I will raise my hand and wait to be called on before speaking during class discussions.

GOAL:
I will raise my hand at least 8 out of 10 times during whole-group instruction.

REWARD:
If I meet my goal for 4 out of 5 days this week, I earn 15 minutes of free choice time on Friday.

PROGRESS TRACKING:
My teacher will track how many times I raise my hand each day and give me feedback at the end of class.

SIGNATURES:
Student: ____________  Teacher: ____________  Parent: ____________

START DATE: ____________  REVIEW DATE: ____________

Why it works: Gives the student ownership, makes expectations explicit, and provides clear reinforcement.

Pitfall to avoid: Setting goals too high initially. Start with achievable criteria (60-70% success) and increase gradually.

3. Self-Monitoring

What it is: The student tracks their own behavior using a checklist, timer, or app.

Best for: Students who need increased self-awareness and have some level of internal motivation.

How it works:

1. Identify the target behavior (on-task, hand-raising, respectful language)
2. Teach the student how to self-monitor (what counts as "on-task"?)
3. Use a timer or cue (e.g., every 10 minutes, a vibrating timer goes off)
4. When cued, student asks: "Was I on-task?" and marks yes/no on a self-monitoring sheet
5. Teacher checks accuracy periodically (does the student's self-assessment match reality?)
6. Reinforce progress

Example self-monitoring sheet:

SELF-MONITORING: ON-TASK BEHAVIOR

Name: ____________  Date: ____________

Goal: I will be on-task (working on my assignment, eyes on teacher, or raising hand) when the timer beeps.

| Time | Was I on-task? | Teacher Check |
|------|----------------|---------------|
| 9:10 | ☐ Yes  ☐ No | ☐ Yes  ☐ No |
| 9:20 | ☐ Yes  ☐ No | ☐ Yes  ☐ No |
| 9:30 | ☐ Yes  ☐ No | ☐ Yes  ☐ No |
| 9:40 | ☐ Yes  ☐ No | ☐ Yes  ☐ No |
| 9:50 | ☐ Yes  ☐ No | ☐ Yes  ☐ No |

TOTAL: _____ / 5 on-task

GOAL: 4 out of 5 on-task
Did I meet my goal today? ☐ Yes  ☐ No

Why it works: Increases self-awareness and shifts control to the student.

Pitfall to avoid: Student self-monitors inaccurately. Build in teacher checks initially and reinforce honesty ("I love that you were honest about being off-task. That helps us improve!").

4. Social Skills Small Groups

What it is: Structured, weekly small group instruction on specific social or behavioral skills.

Best for: Students struggling with peer interactions, following social norms, or emotional regulation.

How it works:

1. Identify 3-6 students with similar skill deficits
2. Meet weekly for 20-30 minutes
3. Teach 1 skill per session (examples: how to join a game, how to handle frustration, how to give a compliment)
4. Use modeling, role-play, and practice
5. Give students opportunities to practice the skill in natural settings (recess, lunch)
6. Provide feedback and reinforcement

Example lesson: Joining a game

• Skill: How to ask to join a group activity
• Model: Adult demonstrates: "Can I play too?" (vs. jumping in uninvited)
• Practice: Students role-play asking to join and responding
• Homework: Try joining one game at recess this week
• Follow-up: Review how it went at next session

Why it works: Provides explicit instruction on skills that Tier 1 assumes students already have.

Pitfall to avoid: Teaching skills but not practicing in natural settings. Generalization does not happen automatically.

5. Functional Communication Training (FCT) - Simple Version

What it is: Teaching a student an appropriate way to communicate a need that their problem behavior is currently serving.

Best for: Students whose behavior has a clear communication function (escape, attention, access).

How it works:

1. Identify the function (example: student calls out to get teacher attention)
2. Teach a replacement communication response (example: raise hand)
3. Reinforce the replacement behavior heavily initially
4. Gradually fade prompts and increase delay to reinforcement

Example:

Problem behavior: Student yells "I need help!" loudly during independent work (function: teacher attention).

Replacement: Teach student to raise a "help card" on their desk and wait quietly.

Teaching plan:

• Week 1: Teacher responds immediately when help card is raised (heavy reinforcement)
• Week 2: Teacher responds within 30 seconds
• Week 3: Teacher responds within 1-2 minutes
• Week 4: Student waits until teacher is available, or student tries the problem first

Why it works: Addresses the function directly and gives the student a better way to meet their need.

Pitfall to avoid: Not reinforcing the replacement behavior consistently. If the replacement does not work reliably, the problem behavior will return.

Tier 2 Behavior Support Plan Template

Use this template to structure a Tier 2 intervention:

TIER 2 BEHAVIOR SUPPORT PLAN

Student: ____________  Grade: _____  Teacher: ____________  Date: ____________

---

1. TARGET BEHAVIOR (observable, measurable)
What is the student doing that is concerning?

Behavior: ___________

Current frequency/intensity: ___________

---

2. FUNCTION HYPOTHESIS (simple, no FBA needed)
What does the student seem to get or avoid by engaging in this behavior?

☐ Get adult attention
☐ Get peer attention
☐ Escape/avoid a task or demand
☐ Access to preferred item or activity
☐ Sensory input (the behavior itself feels good)

---

3. TIER 2 INTERVENTION SELECTED

☐ Check-In/Check-Out (CICO)
☐ Behavior contract
☐ Self-monitoring
☐ Social skills group
☐ Functional communication training (FCT)
☐ Other: ___________

---

4. INTERVENTION DETAILS

What will the student do? (replacement behavior or goal)
___________

How will we teach/support this?
___________

How often will the intervention occur?
☐ Daily  ☐ 3-4x/week  ☐ Weekly

Who is responsible for implementation?
___________

What reinforcement will the student receive?
___________

---

5. PROGRESS MONITORING

How will we track progress?
☐ Daily point sheet
☐ Frequency count (tallies)
☐ Teacher rating scale
☐ Self-monitoring data
☐ Office discipline referrals (ODRs)

How often will we review data?
☐ Daily  ☐ Weekly  ☐ Bi-weekly

---

6. DECISION RULES

If the student is making progress after 6 weeks:
☐ Continue intervention
☐ Fade intervention (reduce support gradually)

If the student is NOT making progress after 6 weeks:
☐ Modify Tier 2 intervention
☐ Escalate to Tier 3 (conduct FBA)

---

START DATE: ___________
REVIEW DATE: ___________
TEAM MEMBERS: ___________

Example Tier 2 Scenario: 5th Grader with Task Refusal

Student: Marcus, 5th grade

Behavior: Refuses to start math assignments (pushes paper away, says "I can't do this," puts head down)

Frequency: 3-4 times per week during math

Function hypothesis: Escape from difficult math tasks

Tier 2 intervention selected: Behavior contract + break system

Plan:

1. Meet with Marcus to create a contract: "I will attempt the first 3 problems before asking for help or a break"
2. If Marcus completes 3 problems, he can request a 2-minute break or ask for help
3. Reinforcement: If Marcus meets his goal 4 out of 5 days, he earns extra computer time on Friday

Progress monitoring: Teacher tracks how many days Marcus meets his goal each week

Decision rule:

• After 4 weeks: Marcus is meeting his goal 4-5 days per week. Continue contract and gradually increase expectation to 5 problems before break.
• If after 4 weeks Marcus is still refusing 3+ times per week, escalate to Tier 3 and conduct a formal FBA.

Outcome: After 6 weeks, Marcus is consistently attempting assignments. Fade the contract and integrate break system into classroom routine as Tier 1 support.

When to Move from Tier 2 to Tier 3

Move to Tier 3 if:

• Student is not responding after 6-8 weeks of consistent Tier 2 implementation
• Behavior is escalating (getting more frequent or intense)
• Function is more complex than initially thought
• Behavior poses a safety risk
• Parents or administrators request a formal FBA

Tier 2 is a bridge, not a permanent solution. If the student is not improving, they need Tier 3.

Common Tier 2 Mistakes

1. No Clear Hypothesis About Function

Tier 2 should be function-informed. If you do not have at least a simple hypothesis, you are guessing. A behavior contract will not work if the function is escape (the contract itself becomes another demand).

2. Inconsistent Implementation

Tier 2 only works if it is implemented consistently. If the check-in mentor is only available 2 out of 5 days, CICO will not work.

3. No Data

You need data to know if Tier 2 is working. "He seems better" is not enough. Track something (point sheet totals, frequency counts, ODRs).

4. Using Tier 2 for Dangerous Behaviors

Tier 2 is not appropriate for high-risk behaviors (aggression, elopement, self-injury). Those need immediate Tier 3 intervention with a full FBA.

5. Keeping a Student in Tier 2 Too Long

If Tier 2 is not working after 6-8 weeks, move on. Do not let a student languish in Tier 2 for a semester.

How BehaviorSchool Can Help

The BehaviorSchool Behavior Plans tool includes ready-to-use Tier 2 templates: CICO point sheets, behavior contracts, self-monitoring forms, and progress monitoring trackers.

For students who need to escalate to Tier 3, the FBA-to-BIP tool streamlines the process and ensures your Tier 3 plan is function-based and legally defensible.

Frequently Asked Questions

How long should I try Tier 2 before moving to Tier 3?

6-8 weeks of consistent implementation. If the student shows zero progress after 4 weeks, you can escalate sooner. If they show some progress, give it the full 8 weeks.

Can a student have an IEP and still be at Tier 2?

Yes. A student can have an IEP for academic reasons and receive Tier 2 behavioral supports. Tier 2 does not require an IEP.

Can I use CICO with a whole class?

CICO is designed for individual students or small groups. If you want a class-wide system, use Tier 1 strategies (class-wide token economy, group contingency).

What if the teacher does not have time to implement Tier 2?

Tier 2 is designed to be low-effort. CICO takes 5 minutes per day. A behavior contract takes 10 minutes to set up and 2 minutes daily to monitor. If a teacher truly cannot manage that, the student likely needs Tier 3 with paraprofessional or BCBA support.

How do I know which Tier 2 intervention to use?

Match the intervention to the function:

• Attention-seeking: CICO (provides structured adult attention)
• Escape: Behavior contract with break system or FCT (teaches appropriate escape request)
• Skill deficit: Social skills group or self-monitoring
• Access: FCT (teach appropriate requesting)

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Need Tier 2 templates and tools? Try the BehaviorSchool Behavior Plans tool for evidence-based, ready-to-use interventions at all tiers.