Tier 1 Interventions
This resource has been created for middle school faculty to provide support with tier 1 interventions. Once an area of concern has been identified, select the appropriate heading below to view indicators of the specific behavior as well as possible interventions in response to the behavior. Links will take you to suggested data collection sheets, which you can utilize and modify as necessary. Feel free to look at the full list of tracking sheets under the heading entitled, "Data Collection Tools."
If you would like to see something added to this resource, please submit ideas/specific forms you would like included to firstname.lastname@example.org.
inappropriate language (trackable)
volume control (trackable)
negative body language (trackable)
partner with/proximity in class to a positive role model
redirection through modeling
speak softly in a non-threatening way
build a positive relationship with student
- positive reinforcement
Messy binder (trackable)
First five/last five classroom procedure
Daily materials check
Confirm and reward assignment recording
Daily Check in/Check out
Weekly binder organization check
Chunk out assignments
Assign steps/assignments sequentially for pacing
Assign a work partner
Indicators: Unstructured Time
aggressive behavior with peers (trackable)
- Improper behavior in social areas (hallway, bus, cafe, locker room, etc.) (trackable option #1) (trackable option #2)
improper use of technology (trackable)
Time out/sensory break
Conversation and reflection of behavior with student
Indicators: Structured Time
- calling out (trackable option #1) (trackable option #2) (trackable option #3)
- invasion of others' personal space (trackable option #1) (trackable option #2)
time out/sensory break
break between tasks
Indicators: Underactive looks like:
- requiring excessive prompting (trackable option #1) (trackable option #2) (trackable option #3)
a job/role in the classroom
use of stand-up desk
visual/auditory cues/prompts (desk tap, post-it on desk, agreed upon word, signal on board)
Indicators: Overactive looks like:
up out of seat (trackable)
blurting out (trackable)
tipping in chair (trackable)
chatting with peers (trackable)
a job/role in the classroom
use of stand-up desk
quiet fidget tool (play-doh, “fidgets” etc.)
lack of homework completion (trackable)
Does not come prepared to class (trackable)
Unengaged with peers and/or adults (trackable)
Does not follow directions (trackable)
Does things without permission (i.e. goes to the bathroom) (trackable)
Head down (trackable)
Engage in conversation with student to understand their interests
pair/small group activity
increase teacher interaction with the student
Engage in school activities
Community service role/school “job”
teasing others (trackable)
refusing to follow directions/rules and procedures (trackable)
disruptive behaviors (trackable)
tantruming behaviors (trackable)
profanity (alert administration as appropriate) (trackable)
not responsive to adult directives (trackable)
angry and irritable (trackable)
negative attitude with peers (trackable)
deliberately annoying others (trackable)
Collaborate with student - negotiate win/win with student by providing two teacher selected options
Allow student to take space when upset
Engage student in high interest activities
Recognizing, rewarding, and praising positive behaviors
Give clear instructions
Follow through with appropriate consequences
Students who seem depressed or anxious usually have more specific behaviors that are reflected in the other tabs on this page. Consider which of these behaviors are most concerning and look at the interventions under that behavior. For instance, a student who is depressed may be inattentive. Under the "inattentive" tab are interventions and data collection tools that may be helpful.
poor homework completion (trackable)
sabotage materials/activity (trackable)
poorly organized, not coming to class with necessary materials (trackable)
break task into smaller, more manageable pieces
acknowledge/validate students’ feelings (root of concern/frustration)
frequently acknowledge student with positive feedback
ensure teacher consistency: consistent expectations, consistent feedback
offer choices (win-win)
help student take first step in assignments
strategic pairings for partner-work
remove student from distraction but keep accountable for task
increase structure for organization (provide folders designated for specific tasks, etc.)
simple rewards for accomplishing small tasks
provide self-monitoring tool for student
showing off (trackable)
faking injury/illness (trackable)
overly emotional (trackable)
provocative language (trackable)
purposefully clumsy (trackable)
inappropriate horseplay (trackable)
inappropriate humor (trackable)
picking on others (please alert administration of this situation) (trackable)
violations to dress code (please alert administration) (trackable)
remove audience; provide discrete redirections
provide structured time for student to receive teacher attention
seek personal connection with student, provide time to talk outside of class time about non-curricular topics
provide reflection sheet for student to complete to raise awareness of choices
selective (positive) peer pairings
plan engagement (for example: planned conversation outside of class time; planned # of questions allowed, etc.)
plan high interest activities for students
assign a classroom role/task
student has difficulty following directions
Possible Goals to Address Need:
Student will accurately restate the directions in sequential order prior to initiating independent classroom tasks following initial teacher modeling and mini lesson with no more than two teacher prompts.
- Following 5 minutes of independent classroom work, student will check in with the teacher to verify that work is on topic and progressing sequentially (teacher will record whether student is on track or not).
- Student will identify one classmate who (s)he can check in with to clarify misunderstandings with classroom directions.
Possible Strategies to Implement at Tier 1 Level:
When providing directions, repeat them again using different words.
Utilize gestures when giving directions.
If there are several directions, give one to two directions at a time versus all at once.
Be specific when giving directions.
If possible, provide a visual cue. For example, if making an activity you can demonstrate the steps as you go along. Showing the completed project when applicable is also beneficial.
When working with projects that have multi-step directions, write step-by-step directions on the board.
Create a list of common directions that are used throughout the day. These can be laminated and placed on the board for the entire class to access, or a laminated card of directions can be placed on an individual student's desk.
Seat the student having difficulty next to an individual who would be willing to provide assistance with multi-step tasks.