1-5% of students fall into Tier 3 interventions. Our third tier in this metaphor might be a device that constantly alerts the authorities to the speed of one particular car. Tier 3 is a highly acute intervention directed at the most disruptive students. These students demonstrate significant behavioral disruptions, and are likely to struggle along the continuum of classroom expectations. These students are receiving Tier’s 1 and 2, and still experience ongoing struggles. Obviously behaviors that are dangerous fall into a tier 3 intervention, but others behaviors can qualify as well. Consider a student who has chronic difficulty and is not responsive to Tier 1 or 2 interventions. Or a student who is impeding the learning environment for others. Either of these cases might warrant a Tier 3 nomination.

What kind of interventions exist at Tier 3?

For students with significant behavioral issues, a Behavior Intervention Plan (BIP) might be necessary. The nature of the behavior in question will determine the outline of the BIP. Interpersonal conflict between students might include a number of ideas: eating lunch in a private setting, walking from class-to-class at designated times to reduce conflict, anything that minimizes the amount of unstructured time that student has to engage in disruptive behaviors. The BIP will target specific behaviors. It will outline specific objectives. And the BIP will designate prevention strategies and consequences.

Parental involvement is extremely important to Tier 3 interventions. An Emergency Intervention Plan should have parental input and sign-off in order to help keep the students accountable. Additionally, keeping the parents informed of problem behaviors at this level will give our student another layer of support at home. Parents can review behavior plans. They can add feedback to the crisis teams. And parents can provide helpful insight into a child’s behavior.

Individualize the intervention

Tailoring the plan to the student is critical for Tier 3 interventions. Failing to individualize the intervention will result in an ineffective intervention. Expulsion is an example of a very ineffective intervention that is too broad to be helpful. Simply kicking kids out of school fails to uniquely address their problem behaviors. An individualized plan takes into account the specific problem. It outlines specific expectations. And it sets out predictable and realistic consequences for the student. Ideally, the student themselves have some degree of involvement in the genesis of this plan, as well.

The tier 3 interventions will also involve the greatest number of people. These interventions should be multi-disciplinary and team-based. Teachers and administrators will need help from counselors, parents, agency representatives, the courts, and others to ensure success. Tracking should be consistent, and the data should be reviewed regularly. Plans that are effective will set the goal of producing positive change. These plans will incorporate realistic strategies at home and at school. And these plans should attempt to understand where the behaviors are coming from, and why they are recurring.

Nominating students for a tier 3 intervention should be done cautiously. Tier’s 1 & 2 should be implemented to fidelity and have shown to be ineffective before considering transitioning a student into a tier-3 intervention. The reason for this is the number of resources that will be allocated to the student once a Tier 3 intervention is undertaken. There will be lots of work from the multi-disciplinary support structure, the parents, and the student will experience disruption in their life as well.

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Key Features of Tier 2 Interventions

Students can receive several types of intervention in the second tier. Teachers and counselors can provide increased instruction, practice self-regulation, and also teach social skills to students. Students who struggle following Universal Interventions require further support. Knowing when, where, and under what conditions different skills are required are often the culprits. Teaching Tier 2 students to regulate their behavior and emotions can really aid in their ability to remain compliant and motivated to engage productively in the classroom. Coupling students together can be an effective way for students to learn appropriate behavior. And increasing adult supervision and feedback are other ways to add additional support to struggling students.

Some specific examples

Some of the above mentioned tasks are easier said than done. Increasing adult supervision, for example, is not as simple as adding another adult to a classroom. (A collective chuckle emits from teachers across the country.) Instead, increasing supervision literally looks like the teacher increasing contact with a select group of students. Changing seating arrangements in the classroom, or adults moving about the classroom more frequently and engaging students on a one-on-one basis might be a couple of ways to meet this goal. Moving about the classroom creates the opportunity for more benefits. Increasing positive feedback to students is known to facilitate adaptive behavior. Reinforcing positive behavior is one of the best things we can do to maintain it.

As we increase our verbal communication with students, another benefit emerges: pre-correction. In a classroom where the teacher is verbal with their students, there can be a constant review of expectations. A verbal statement made to an entire class (e.g., “I really appreciate how quietly you are reading during free-reading time”) can serve to both reinforce those who are quietly reading, and remind those who may be prone to distraction what the expectation of the moment is. Compared to calling out a disruptive student, we get the benefit of the remainder and avoid embarrassing the student publicly. Reminders can be powerful tools.

Identifying the students who need support

Engaging a student in a more specific way should not require crisis-style thinking. We should be able to step-in, provide support, and step-back just as quickly. Framing a Tier 2 intervention as a long-term consequence may not be effective. These interventions should be available quickly. They should be executable by the teachers. And they should be effective for the students. Office referrals can identify students. Parent referrals also might be useful. Lastly, teachers should be able to nominate students who are in need of further support. While working with students in the coming weeks, reflect on the amount of pre-correction that might take place. Consider the students who require a bit more support, and think of some small things that could be done to provide that extra bit of support.

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For most drivers, the speed limit signs are enough to regulate speed. When we couple those types of signs with an attachment to the community that they are planted in, most people drive appropriately. Speed limit signs are an example of a universal intervention. They are a broad intervention aimed at as many people as possible. A smaller percentage of drivers will require the occasional speeding ticket in order to remain mindful of their speed. And an even smaller percentage of drivers will require a more substantial level of intervention. This example is basically how the tiered interventions associated with Positive Behavioral Interventions & Supports (PBIS) are structured. Tier 1 interventions are like speed limits. They apply to everyone equally, and are effective at reducing speeding for most.

In Tier 1, a school should be attempting to target 100% of its student body.

An intervention at this level would be something like establishing school-wide positive expectations. Defining the expectations and behaviors that we expect from our students gives them specific goals to aim at instead of simply telling them what behaviors will be met with punishment. Schools that establish 3-5 positively stated, easy to remember, and reinforced expectations. The Junior High School that I attended as a child, Wasatch Junior High, in Salt Lake City, had the expectations of Accountability, Respect, and Excellence. Three broad categories that are reiterated throughout a student’s day, and their experience in that particular school.

Where should a universal intervention be focused?

The classroom was the place where these expectations were reiterated most often. Teachers who see young people engaging in Accountability, in this example, reinforce them for doing so. Setting the example for positive behaviors in the class, and reinforcing the young person in the moment the positive behavior occurs. Of course, while only reinforcing positive behaviors has actually been shown to reduce negative behaviors, we still have to discourage problem behaviors. All discipline policies should be aimed at discouraging behaviors that interfere with academic and social success. Students require familiarity, predictability, and consistency in the procedures and policies that govern their behavior.

While thinking about universal interventions, see if you can spot the Tier 1 intervention being used in your school!

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