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Tier 2 behavior support is the middle ground between universal classroom practices and individualized FBA/BIP intervention. It should be more structured than "keep an eye on it" but less intensive than a full individualized plan. Check-In/Check-Out, daily behavior ratings, and progress reports are common Tier 2 tools because they give students predictable feedback and give teams enough data to act.
The Tier 2 Test
A Tier 2 support should be feasible for multiple students, easy for staff to implement, and tied to a review cycle that tells the team whether to continue, intensify, fade, or move to Tier 3.
Where CICO Fits
Check-In/Check-Out gives a student a positive adult connection at the start and end of the day, frequent feedback across routines, and a simple home-school communication loop. It is often a good fit when the student responds to adult attention and feedback but does not yet need a highly individualized behavior plan.
Morning Check-In
Review goals, set a positive tone, and give the daily progress report.
Classroom Feedback
Teachers rate a small set of expectations and give brief behavior-specific feedback.
Afternoon Check-Out
Review the day, celebrate progress, plan one adjustment, and communicate with home.
Make Daily Ratings Observable
Daily ratings are only useful if the adults share the same definition of success. "Be respectful" is too broad by itself. Pair it with observable examples.
| Expectation | Observable Examples | Rating Tip |
|---|---|---|
| Follow directions | Started within 30 seconds, asked for help, stayed with task | Rate the period, not the student as a person |
| Use safe words/actions | Kept hands to self, used calm voice, requested space | Separate safety from work completion |
| Use replacement skill | Asked for break, requested attention, chose alternative | Track independence and prompt level |
Build a Sustainable Review Cycle
Tier 2 interventions drift when no one owns the review. A simple cycle keeps support active and prevents students from staying on the same point sheet for months without a decision.
- Set entry criteria, such as repeated minor referrals, teacher concern, or screening data.
- Collect daily ratings and graph weekly percentage or average points.
- Review every two to four weeks with a named team member responsible.
- Fade when the student shows stable success across settings.
- Move to individualized problem solving when data are flat despite good implementation.
What Parents Should See
Families do not need a stack of daily point sheets without context. They need to know what skill the school is building, how progress is trending, and how home can encourage the same replacement behavior.
Parent-Friendly Summary
"This week, Maya met her daily goal on 4 of 5 days. Her strongest period was morning reading. The team is still supporting transitions after recess, so next week we will add a quick check-in before recess ends."
References
Center on PBIS. (n.d.). Tier 2. https://www.pbis.org/pbis/tier-2
Maggin, D. M., Zurheide, J., Pickett, K. C., & Baillie, S. J. (2015). A systematic evidence review of the Check-In/Check-Out program for reducing student challenging behaviors. Journal of Positive Behavior Interventions, 17(4), 197-208. https://doi.org/10.1177/1098300715573630
Lane, K. L., Baldy, T., Becker, T., Bradshaw, C., Dolan, V., Dymnicki, A., Freeman, B., Holian, L., Lemire, S., McIntosh, K., Moulton, S., Nese, R., Payno-Simmons, R., Porowski, A., & Sutherland, K. (2024). Teacher-Delivered Behavioral Interventions in Grades K-5. What Works Clearinghouse. https://ies.ed.gov/ncee/WWC/PracticeGuide/31/Published
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Key Takeaways
- Tier 2 supports should be efficient enough for school-wide use but structured enough to monitor progress
- CICO is strongest when students need predictable adult feedback, attention, and home-school communication
- Daily behavior ratings work best when expectations are observable and taught
- Progress reports should show trend, context, and replacement skill growth rather than only daily scores
- A Tier 2 system needs entry criteria, review dates, fading rules, and family communication routines
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