Personalized Pathways: Your Tier 3 Plan Toolkit Script

Introduction & Warm-Up (5 minutes)

(Teacher): "Good morning, everyone! Welcome to 'Personalized Pathways: Your Tier 3 Plan Toolkit.' Today, we're diving into how we create truly individualized support for our students with the most intensive behavioral needs. This is about building effective, data-driven plans that help every child thrive."

(Teacher): "To get us started, I'd like you to think about this: When a student needs more support than what general classroom strategies provide, what does that 'more' look like in your experience? What comes to mind when you think about individualized student support? Feel free to share a word or a quick thought." (Allow 2-3 staff members to share).

(Teacher): "Thank you for sharing those insights. It's clear that you all already think deeply about student needs. Today, our objective is that by the end of this session, you will be able to define what a Tier 3 individualized behavior plan is, identify its key components, and understand the steps for creating one based on specific student needs. This is about equipping you with the tools to provide truly targeted and effective support."

Understanding Tier 3 Plans (15 minutes)

(Teacher): "Let's begin by defining what we mean by a Tier 3 Individualized Behavior Plan. (Refer to Personalized Pathways: Your Tier 3 Plan Toolkit Slides - Slide 3). As you can see, a Tier 3 plan is about intensive, highly individualized support. It's for those students with persistent and significant behavioral challenges that haven't fully responded to universal or targeted interventions."

(Teacher): "Crucially, these plans are built upon a Functional Behavior Assessment, or FBA. An FBA helps us understand why a student is engaging in a particular behavior – what function it serves for them. Is it to get attention? To escape a task? To access something preferred? Understanding the 'why' is our roadmap to effective intervention."

(Teacher): "Now, let's place this in our Multi-Tiered System of Supports. (Refer to Personalized Pathways: Your Tier 3 Plan Toolkit Slides - Slide 4). We know Tier 1 is about classroom-wide strategies for all students. Tier 2 provides targeted, small-group support. Tier 3 is where we step up to highly individualized plans for a few students. This isn't about punishment; it's about providing the specific skills and environmental changes a student needs to succeed."

(Teacher): "So, why do these individualized plans matter so much? (Refer to Personalized Pathways: Your Tier 3 Plan Toolkit Slides - Slide 5). They provide targeted interventions, meaning we're not just guessing; we're addressing the root cause of the behavior. They're data-driven, ensuring our decisions are informed and effective. They promote skill development, teaching students what to do instead of just telling them what not to do. And finally, they ensure consistency across all settings, which is vital for student progress. Any initial thoughts or questions on this foundational understanding of Tier 3 plans?" (Refer to Tier 3 Plan Discussion Points for prompts if needed).

Key Components of an Individualized Plan (20 minutes)

(Teacher): "Great, let's now break down the essential ingredients of an effective individualized behavior plan. Think of these as the building blocks for creating a robust support system for a student."

(Teacher): "Component 1: Defining the Target Behavior. (Refer to Personalized Pathways: Your Tier 3 Plan Toolkit Slides - Slide 6). This is foundational. We need to describe the behavior we want to change in a way that is observable and measurable. Instead of saying 'Johnny is disruptive,' we need to be specific: 'Johnny calls out during direct instruction at least 5 times per 30-minute lesson.' This clarity helps everyone understand the exact behavior we're addressing and allows us to track progress accurately."

(Teacher): "Component 2: Unpacking the FBA. (Refer to Personalized Pathways: Your Tier 3 Plan Toolkit Slides - Slide 7). While we won't conduct a full FBA today, it's crucial to understand its role. The FBA helps us identify the function of the behavior using the A-B-C model: Antecedent (what happens before), Behavior (the action), and Consequence (what happens after). This helps us form a hypothesis about why the student engages in the behavior. For example, if a student throws their pencil (Behavior) when given a difficult math problem (Antecedent) and then gets sent to the calm-down corner (Consequence, which is also an escape), the function might be to escape academic demands."

(Teacher): "Component 3: Intervention Strategies. (Refer to Personalized Pathways: Your Tier 3 Plan Toolkit Slides - Slide 8). Once we know the function, we design strategies. We have Antecedent strategies – changes before the behavior to prevent it, like a visual schedule or preferred seating. We have Behavior Teaching – explicitly teaching a new, appropriate skill, such as teaching a student to 'ask for a break' instead of eloping. And we have Consequence strategies – what happens after the behavior to reinforce desired actions or redirect undesired ones, like specific praise for using a new skill or a logical consequence that helps the student learn from their actions."

(Teacher): "Component 4: Measurable Goals & Data. (Refer to Personalized Pathways: Your Tier 3 Plan Toolkit Slides - Slide 9). For our plans to be effective, we need SMART goals: Specific, Measurable, Achievable, Relevant, and Time-bound. And we must collect data! This isn't just paperwork; it's our compass. Simple tally charts, duration tracking, or interval recording can show us if the plan is working. Regularly reviewing this data allows us to make informed adjustments – is the intervention effective? Do we need to try something different?"

(Teacher): "Component 5: Team Collaboration. (Refer to Personalized Pathways: Your Tier 3 Plan Toolkit Slides - Slide 10). A Tier 3 plan is rarely the work of one person. It involves teachers, clinical staff, parents, sometimes the student themselves, and administrators. Why? Because consistency and a shared understanding across all environments are paramount for the student's success. Everyone needs to be on the same page, implementing the strategies consistently."

Crafting Your Own Plan: Project Guide Introduction (15 minutes)

(Teacher): "Now that we've covered the key components, it's time to think about applying them. I've distributed a Tier 3 Plan Project Guide. This guide is designed for you to practice creating a basic individualized behavior plan for a hypothetical student. We'll walk through the process briefly now, and you can complete the project as a follow-up activity or in a smaller group."

(Teacher): "Let's imagine a student, 'Maya,' who frequently tears up her math worksheets and puts her head down when presented with multi-step math problems. Through an FBA, we determine the function of this behavior is to escape challenging academic tasks. How might we start filling out this project guide for Maya? What would be our observable target behavior? What antecedent strategies could we put in place? What new skills could we teach her? And how would we measure her progress?" (Facilitate a brief brainstorm, connecting back to the components. Use the Tier 3 Plan Project Guide Answer Key as your own guide for this discussion).

(Teacher): "This project guide will help you synthesize all the components we've discussed into a practical plan. It's a fantastic way to solidify your understanding."

Q&A and Wrap-Up (5 minutes)

(Teacher): "We've covered the what, why, and how of Tier 3 individualized behavior plans. Now, let's open the floor for any questions or further discussion. What challenges do you anticipate in applying these principles, or what successful strategies have you seen in practice related to individualized support?" (Facilitate discussion using Tier 3 Plan Discussion Points if prompts are needed).

(Teacher): "To quickly recap, remember that effective Tier 3 plans provide intensive, individualized support, are built on a Functional Behavior Assessment, focus on clear targets, proactive strategies, teaching new skills, and data collection, and absolutely require teamwork for success. (Refer to Personalized Pathways: Your Tier 3 Plan Toolkit Slides - Slide 11)."

(Teacher): "Thank you all for your engagement today. Your role in creating these personalized pathways is invaluable to our students. I encourage you to use the project guide to deepen your understanding and feel confident in contributing to these crucial plans. Please feel free to reach out with any further questions."

Tier 3 Plan Project Guide: Crafting Individualized Support

This project guide will help you apply your knowledge of Tier 3 individualized behavior plans by creating a hypothetical plan.

Scenario / Student Profile:

Imagine a student named Leo, a 4th grader.

Observed Behavior: Leo frequently talks out during independent work time, often making irrelevant comments or asking repetitive questions. When prompted to get back to work, he sometimes sighs loudly, slumps in his chair, or verbally protests ("This is too hard!"). This happens approximately 7-10 times during a 20-minute independent work block, typically when the work involves writing or multi-step problem-solving.

Hypothesized Function (from a brief FBA): Leo's behavior appears to serve the function of escaping or avoiding challenging academic tasks, particularly those requiring sustained effort or perceived difficulty. The attention he gets from calling out may also be a secondary reinforcing factor.

Your Task: Develop a Basic Tier 3 Individualized Behavior Plan for Leo

Using the information above and your understanding of Tier 3 plan components, fill out the sections below.

1. Operationally Define the Target Behavior(s)

• Behavior to Decrease: Write a clear, observable, and measurable definition of Leo's challenging behavior.
  
  
  
  
  
  
  
• Replacement Behavior(s) to Teach/Increase: What appropriate skill or behavior do you want Leo to use instead? Define it clearly.
  
  
  
  
  
  
  

2. Set a Measurable Goal

• Based on your target behaviors, write one SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goal for Leo.
  
  
  
  
  
  
  
  
  
  
  
  

3. Design Intervention Strategies (Based on the FBA)

• Antecedent Strategies (What can we do BEFORE the behavior?): What changes can be made to the environment or task to prevent the challenging behavior? Provide at least two strategies.
  
  
  
  
  
  
  
  
  
  
  
  
• Behavior Teaching (What new skills can we teach?): What specific skill(s) would you explicitly teach Leo to use as a replacement for his challenging behavior?
  
  
  
  
  
  
  
  
  
  
  
  
• Consequence Strategies (What happens AFTER the behavior?): How will adults respond when Leo uses the replacement behavior (positive reinforcement)? How will adults respond when Leo uses the challenging behavior (consistent consequence)?
  
  
  
  
  
  
  
  
  
  
  
  

4. Data Collection Plan

• How will Leo's progress on his goal be measured? What simple method would you use?
  
  
  
  
  
  
  

5. Team Collaboration (Briefly)

• Beyond the classroom teacher and clinical staff, who else might be a key team member for Leo's plan, and why?
  
  
  
  
  
  
  

Reflection: What was the most challenging part of designing this plan for Leo? What was the easiest?

Tier 3 Plan Project Guide Answer Key

This answer key provides sample responses and guidance for assessing participants' work on the Tier 3 Plan Project Guide. Encourage discussion and creative problem-solving, as there can be multiple effective approaches.

Scenario / Student Profile: Leo, a 4th grader.

Observed Behavior: Leo frequently talks out during independent work time, often making irrelevant comments or asking repetitive questions. When prompted to get back to work, he sometimes sighs loudly, slumps in his chair, or verbally protests ("This is too hard!"). This happens approximately 7-10 times during a 20-minute independent work block, typically when the work involves writing or multi-step problem-solving.

Hypothesized Function (from a brief FBA): Leo's behavior appears to serve the function of escaping or avoiding challenging academic tasks, particularly those requiring sustained effort or perceived difficulty. The attention he gets from calling out may also be a secondary reinforcing factor.

Sample Responses for Leo's Behavior Plan:

1. Operationally Define the Target Behavior(s)

• Behavior to Decrease:

  • Sample Answer: During independent work periods, Leo will engage in verbal disruptions (e.g., calling out irrelevant comments, asking repetitive questions, verbally protesting "This is too hard!") at a frequency of 7-10 times per 20-minute block.
  • Assessment Guidance: Look for clarity, observability, and measurability. Does it avoid subjective terms? Is it specific enough to count or time?

• Replacement Behavior(s) to Teach/Increase:

  • Sample Answer: Leo will independently initiate a "break card" request during independent work when feeling overwhelmed or needing support.
  • Sample Answer 2: Leo will raise a hand for help/questions during independent work time when stuck on a task.
  • Assessment Guidance: Is the replacement behavior functionally equivalent (serves the same purpose as the challenging behavior)? Is it an appropriate, prosocial skill? Is it observable?

2. Set a Measurable Goal

• Sample Answer: By [Date/End of Month], during independent work periods, Leo will independently use his "break card" to request a break or assistance at least 3 times per 20-minute block, with verbal disruptions decreasing to 2 or fewer times per block for 4 out of 5 observed sessions.
  • Assessment Guidance: Check for SMART criteria. Is it specific (what, how much)? Measurable (can it be counted/timed)? Achievable (realistic given current behavior)? Relevant (addresses the need)? Time-bound (has a deadline)?

3. Design Intervention Strategies (Based on the FBA)

• Antecedent Strategies (What can we do BEFORE the behavior?):

  • Sample Answer 1: Provide Leo with a visual timer for independent work, breaking longer tasks into smaller, manageable chunks with built-in mini-breaks.
  • Sample Answer 2: Pre-teach or review challenging concepts before independent work begins; provide sentence starters or partial work examples.
  • Sample Answer 3: Offer choice in assignment order (e.g., "Do you want to start with the writing or the math problems first?").
  • Assessment Guidance: Do the strategies directly address the antecedent (challenging academic tasks) and the hypothesized function (escape/avoidance)? Are they proactive?

• Behavior Teaching (What new skills can we teach?):

  • Sample Answer: Explicitly teach Leo how and when to use a "break card" or "help card." Practice initiating the request quietly and waiting for an adult response. Model appropriate language for asking for help ("I need help with number 3, please").
  • Assessment Guidance: Is the skill directly related to the replacement behavior? Is it teachable and broken down into steps?

• Consequence Strategies (What happens AFTER the behavior?):

  • Sample Answer (for replacement behavior): When Leo uses his break card appropriately, acknowledge it immediately with specific verbal praise ("Great job using your break card to ask for help, Leo!") and honor the break/assistance request.
  • Sample Answer (for challenging behavior): If Leo talks out, use a calm, neutral redirection to his break card or help-seeking strategy (e.g., "Leo, remember to use your break card if you need help." Briefly restate expectation, then disengage and return attention when he uses the appropriate behavior). Avoid engaging in a power struggle or prolonged discussion.
  • Assessment Guidance: Is positive reinforcement clear and specific for the desired behavior? Are consequences for challenging behavior consistent, neutral, and designed not to reinforce the function (e.g., don't engage in a long conversation if the function is attention)?

4. Data Collection Plan

• Sample Answer: Use a simple tally mark system on a sticky note or small chart at Leo's desk to track: 1) frequency of break card use, and 2) frequency of verbal disruptions during independent work. Review data daily/weekly.
  • Assessment Guidance: Is the method practical for a busy classroom? Is it directly tied to the measurable goal?

5. Team Collaboration (Briefly)

• Sample Answer: Parents/guardians (for home-school consistency and insights), School Psychologist (for FBA expertise and plan development), Special Education Teacher (if applicable, for instructional modifications), General Education Teacher (for implementation and daily data).
  • Assessment Guidance: Are key stakeholders identified? Is there a brief rationale for their involvement?

Reflection: What was the most challenging part of designing this plan for Leo? What was the easiest?

• Sample Reflection points:
  • Challenging: Ensuring strategies truly addressed the function of the behavior, making goals truly "SMART," anticipating all possible challenges.
  • Easiest: Defining the observable behavior, coming up with positive reinforcement ideas.
• Assessment Guidance: Look for thoughtful self-reflection that connects to the content of the lesson.

Tier 3 Plan Discussion Points

Use these prompts to facilitate engaging conversations with clinical staff about Tier 3 Individualized Behavior Plans. Adapt as needed based on group dynamics and time.

During "Understanding Tier 3 Plans" Section

• "How do Tier 3 plans differ from what you typically see or implement at Tier 1 or Tier 2?"
• "Can you recall a student situation where a deeper understanding of the function of their behavior (like from an FBA) would have significantly changed the intervention approach?"
• "What are some common misconceptions about 'individualized behavior plans' that we should clarify?"

During "Key Components of an Individualized Plan" Section (as a check-in or deeper dive)

• Defining Target Behavior: "Why is it so critical to have an observable and measurable definition of behavior, rather than a general label?"
• FBA & Function: "In your experience, what are some of the most common functions of challenging behaviors you observe in students?"
• Intervention Strategies: "What challenges might arise when implementing antecedent strategies, and how can we overcome them? How about teaching new behaviors?"
• Measurable Goals & Data: "What's one simple, practical way you could incorporate data collection into your current role if you were part of a student's Tier 3 team?"
• Team Collaboration: "How can we ensure effective communication and consistent implementation among all team members involved in a Tier 3 plan?"

During "Q&A and Wrap-Up" Section

• "Looking at the five key components, which one do you feel is the most crucial for the success of a Tier 3 plan, and why?"
• "What is one immediate takeaway or action you plan to implement or advocate for in your work based on today's session?"
• "What support or resources do you feel you would need to confidently contribute to or lead the development of a Tier 3 individualized behavior plan?"
• "Are there any ethical considerations or common pitfalls we need to be mindful of when developing and implementing individualized behavior plans?"

Behavior Plans: Your Classroom Compass Script

Introduction & Warm-Up (5 minutes)

(Teacher): "Good morning, everyone! Welcome to our session on behavior plans. Today, we're going to explore what a Tier 1 behavior plan is and why it's so important for creating a positive and productive learning environment for all our students."

(Teacher): "To get us started, when you hear the phrase 'behavior plan,' what are some of the first things that come to your mind? Feel free to share a word, a short phrase, or even a quick experience. Let's hear a few thoughts." (Allow 2-3 staff members to share).

(Teacher): "Thank you for sharing! It sounds like many of you have some familiarity, and perhaps some questions, which is perfect. Today, our objective is simple: by the end of this 30-minute session, you will be able to define what a Tier 1 behavior plan is and identify its key components necessary for effective implementation in a classroom setting."

"Why is this important? Because effective behavior plans are absolutely crucial. They help create predictability, promote a positive environment, ensure consistency among staff, reduce disruptions, and ultimately, support better learning outcomes for our students."

Defining Behavior Plans (10 minutes)

(Teacher): "Let's dive into the core of what we're discussing today. What exactly is a Tier 1 behavior plan?"

"As you see on the slide, a Tier 1 Behavior Plan is a proactive framework. It outlines strategies and supports that are implemented classroom-wide to foster positive behavior and address common behavioral challenges for all students. Think of it as a universal support system. It's not just for students with specific needs; it's a compass for respectful interactions and learning that benefits everyone."

"Let's consider why these plans are so important. They create predictability, helping students feel safe and secure because they know what to expect. They promote a positive environment by focusing on desired behaviors, rather than just reacting to undesired ones. They ensure consistency, meaning all of us are using similar approaches, which reduces confusion for students."

"Ultimately, they reduce disruptions and support learning. A calm, well-managed classroom is a productive classroom. Does anyone have initial thoughts or questions about this definition or its importance?" (Refer to Behavior Plan Discussion Points for prompts if needed).

Key Components & Examples (10 minutes)

(Teacher): "Now that we understand what a Tier 1 behavior plan is and why it matters, let's break down its essential components. What are the key ingredients for an effective plan?"

"Component 1: Clear Expectations. This means clearly defined, positively stated rules and routines that students understand and can follow. Instead of saying 'No running,' we say 'Walk, don't run.' We might use visual schedules or post rule charts so students always know what's expected."

"Component 2: Positive Reinforcement. This is about acknowledging and rewarding desired behaviors to encourage their repetition. It could be simple verbal praise, like 'Great job waiting your turn!' Or it could involve tokens, stickers, class points, or even giving students opportunities for preferred activities. Positive notes home are also a fantastic way to reinforce good behavior."

"Component 3: Consistent Consequences. These are fair and predictable responses to undesired behaviors that are applied consistently by all staff. Consequences shouldn't be punitive; they should be logical and help students learn. Examples include redirection, gentle reminders of expectations, a brief time-out, or making restitution to repair any harm caused."

"Component 4: Data Collection & Review. This is about systematically observing and recording student behavior to track progress and inform adjustments to the plan. It doesn't have to be complicated! Simple tally charts for specific behaviors, checklists for rule-following, or brief anecdotal notes can be incredibly helpful. The key is to regularly review this data to see what's working and what might need tweaking."

(Teacher): "I've distributed a Behavior Plan Checklist Worksheet for you to look at. Take a moment to scan through the checklist. You'll see these four components reflected there. This is a tool to help you think about what makes a strong behavior plan."

Q&A and Wrap-Up (5 minutes)

(Teacher): "We've covered a lot about what Tier 1 behavior plans are and their key components. Now, I'd like to open the floor for any questions you might have or anything you'd like to discuss further. Are there any particular challenges you foresee, or ways you've seen these components used effectively?" (Facilitate discussion using Behavior Plan Discussion Points if prompts are needed).

(Teacher): "To quickly recap, remember that effective Tier 1 behavior plans are built on four pillars: Clear Expectations, Positive Reinforcement, Consistent Consequences, and ongoing Data Collection & Review."

"Thank you all for your engagement today. My hope is that this session empowers you to feel more confident in supporting consistent behavioral strategies across our classrooms. Your role in creating a positive and predictable environment is invaluable. Please feel free to reach out with any further questions."

Behavior Plan Checklist Worksheet

This checklist is designed to help you recognize the key components of an effective Tier 1 (classroom-wide) behavior plan. Think about a classroom setting and how these elements would apply.

Part 1: Defining a Tier 1 Behavior Plan

1. In your own words, briefly explain what a Tier 1 behavior plan is and for whom it is intended.
   
   
   
   

2. List two reasons why a consistent Tier 1 behavior plan is important for all students in a classroom.
   
   
   
   

Part 2: Key Components Review

For each component below, briefly describe what it means and provide one additional example (different from those discussed in the presentation) of how it might look in a classroom.

1. Clear Expectations

What it means:

Classroom Example:

2. Positive Reinforcement

What it means:

Classroom Example:

3. Consistent Consequences

What it means:

Classroom Example:

4. Data Collection & Review

What it means:

Classroom Example:

Part 3: Reflection

3. What is one strategy from today's discussion that you feel you can immediately apply or support in a classroom setting?
   
   
   
   
   
   

4. What is one question you still have about Tier 1 behavior plans or their implementation?
   
   
   
   
   
   

Behavior Plan Discussion Points

Use these prompts to facilitate engaging conversations with clinical staff about Tier 1 Behavior Plans. Adapt as needed based on group dynamics and time.

During "Defining Behavior Plans" Section

• "Beyond the definition, what do you think is the biggest benefit of having a clear Tier 1 behavior plan in a classroom?"
• "Can you recall a time when a lack of clear, consistent expectations impacted student behavior or classroom flow? How might a behavior plan have helped?"
• "How does the idea of a 'proactive framework' resonate with your understanding of student support?"

During "Key Components & Examples" Section (as a check-in or deeper dive)

• Clear Expectations: "What makes an expectation clear for students of different age groups? Any examples of positively stated rules you've seen work well?"
• Positive Reinforcement: "What are some creative, non-tangible ways we can offer positive reinforcement in a busy classroom?"
• Consistent Consequences: "Why is consistency so crucial when it comes to consequences? What challenges might arise in maintaining consistency among different staff members, and how can we address them?"
• Data Collection & Review: "What are some simple, low-effort ways clinical staff could contribute to or utilize behavior data in their roles?"

During "Q&A and Wrap-Up" Section

• "Looking at the four key components, which one do you think is often the most challenging to implement consistently, and why?"
• "How might understanding these components better inform your interactions with teachers, students, or families regarding behavior?"
• "What is one small change or emphasis you could bring to your work next week based on today's discussion about Tier 1 behavior plans?"
• "Are there any common misconceptions about behavior plans that we haven't addressed today, which you think are important to clarify?"