Rock Creek MTSS Tiered Behavior Flow-Chart
What do I do with a student who has behavioral and/or SEL needs?
Have you exhausted all resources -Classroom environment -Parent contact/involvement
within classroom setting? (proximity, layout, relationships -Class meeting
-Brain breaks -Restorative circle
Tier 1
Consider:
-PBIS/JAG tickets -Mindfulness Strategies
-Teaching expectations -Fix-it plans How many minor referrals?
-Classroom-wide incentives -Use of safe place/calm down More than 3? How many
-Use of class-wide behavior -Preferential seating major referrals? More than
management system -Flexible seating 3? How much time is
-Re-teaching & practicing -Building a relationship with student spending outside of
expected behaviors students and parents classroom?
Implement Tier 1 strategies for another 4-6 No Yes Has a Student Support Team
weeks. Continue to document behaviors. meeting been scheduled?
Collaborate with PLC and critical partners
Yes No
SST and student’s teacher:
-Determines appropriate interventions based on ABC data (attendance, Sign-up on SST
behavior, course performance) a function-informed analysis meeting schedule
-Creates an intervention plan for the student and saves it in the
behavior MTSS spreadsheet
Tier 2
-Intervention is implemented for 4-9 weeks. Follow-up meeting after 4 Continue
weeks intervention and
Does the intervention address the function behind the behavior? progress monitoring.
Yes If plan is no longer
Consider: -Social stories needed, phase to
-Fidgets/sensory tools -Non-contingent Did the student make Tier 1
-Visual timer breaks adequate progress?
-CICO -Mindfulness strategies AND is the intervention No First failed Tier 2
-Self-monitoring plan -Small group/SAIG sustainable (can it be intervention?
-Scheduled breaks -Token economy implemented by
-Motivation interventions teacher in classroom?
Yes No
Continue intervention and Does the student require intensive and individualized intervention and
progress monitoring supports layered onto Tier 1 and 2?
Consider:
SST and student’s teacher: -1:1
Tier 3
SST and student’s Yes Did the student
-Determines appropriate instruction
teacher initiates DS make adequate
interventions based on an FBA -Safety plan
suspect process progress? AND is
(functional behavior -Referrals to
No the intervention
assessment) a function-based support
sustainable (can it
Tier 2—SST conducts analysis outside of
be implemented
progress monitoring -Creates BIP (Behavior school
by teacher in
Tier 3—SST and teacher Intervention Plan) (BHIS,
classroom?
meet regularly to monitor -Follow-up meeting in 10 days therapy, etc)
