Tier 1 Behaviors/ Tier 1 Intervention

Teach organizational skills through routines (packing backpacks at the end of the day) and designated storage areas (pencil pouches, cubbies).

• Difficulty Working Independently

• Difficulty Sharing Materials

• Difficulty Meeting Deadlines

• Difficulty Organizing Materials

Provide clear and scaffolded instructions, allowing students to attempt the task independently for a short time before offering assistance.

• Difficulty Sharing Materials

• Difficulty Meeting Deadlines

• Difficulty Participating in Group Activities

• Difficulty Working Independently

Provide written or illustrated instructions alongside verbal instructions. Use clear and concise language.

• Difficulty Staying Seated (Restlessness)

• Difficulty Following Directions

• Low Participation in Discussions

• Difficulty Working Independently

Integrate social-emotional learning (SEL) lessons focused on identifying emotions and healthy coping mechanisms.

• Difficulty Making Transitions

• Difficulty Sharing Materials

• Difficulty Managing Emotions (Occasional Frustration)

• Difficulty Following Classroom Rules (Minor Infractions)

  
  

Model Appropriate Communication: Demonstrate respectful language usage in your interactions with students and colleagues. Teach students calming strategies and phrases to express frustration appropriately

• Early Signs of Inappropriate Language

• Difficulty Following Classroom Rules (Minor Infractions)

• Difficulty Making Transitions

• Difficulty Staying Seated (Restlessness)

"Integrate short lessons on positive ways to handle conflict and problem-solving strategies. Provide closer supervision during activities or situations where physical contact might be more likely

• Difficulty Following Multi-Step Instructions

• Difficulty Participating in Group Activities

• Early Signs of Inappropriate Language

• Early Signs of Physical Aggression

Provide clear checklists or picture rubrics for students to self-monitor their completed work.

• Difficulty Following Directions

• Incomplete Assignments

• Difficulty Managing Emotions (Occasional Frustration)

• Difficulty Meeting Deadlines

Include short cleaning routines at the end of each activity and provide positive reinforcement for students who clean up independently.

• Minor Classroom Cleanup Issues

• Difficulty Meeting Deadlines

• Difficulty Completing Classwork Within Time Limits

• Difficulty Following Multi-Step Instructions

Use hand signals or color cards for students to silently request permission to speak.

• Minor Disruptions (Talking Out of Turn)

• Early Signs of Inappropriate Language

• Difficulty Participating in Group Activities

• Difficulty Listening Attentively

  
  

"Praise students for using kind words and compliments towards others. Model Appropriate Communication Teach Social-Emotional Skills: Integrate short lessons on empathy and identifying emotions in others."

• Minor Disruptions (Talking Out of Turn)

• Incomplete Assignments

• Off-Task Behavior (Brief Daydreaming)

• Early Signs of Name-Calling