Tier 2 Behavior Support: Gathering Data - Teacher Script

Warm-Up: What's the 'Why'? (5 minutes)

(Display Slide 1: What’s the ‘Why’?)

Teacher: "Welcome, everyone! Before we dive in, let's reflect. What are some behavioral challenges you've observed in your classrooms that you feel might need more than just whole-class strategies? Share with a partner for one minute, then we'll hear a few thoughts."

(Allow 1 minute for partner discussion. Circulate and listen. Then call on 2-3 teachers to share brief thoughts with the whole group.)

Teacher: "Thank you for sharing. It's clear we all face unique and common challenges, and that's exactly why understanding tiered supports is so critical."

Introduction to Tier 2 Behavior Support (5 minutes)

(Display Slide 2: Understanding the Tiers)

Teacher: "As you can see, the Multi-Tiered System of Supports, or MTSS, provides a framework for addressing student needs across academics and behavior. Today, our primary focus is on Tier 2: Group Supports. This tier is designed for some students who need more targeted intervention because universal Tier 1 strategies aren't quite enough for them."

(Display Slide 3: What is Tier 2 Behavior Support?)

Teacher: "So, what exactly is Tier 2 behavior support? It's about providing more intensive, targeted support for specific groups of students. These are usually evidence-based interventions for a small number of students who share similar behavioral needs. The beauty of Tier 2 is that it's often delivered quickly and efficiently, aiming to give an 'extra boost' to students who are almost meeting behavioral expectations but need a little more structure or direct teaching of a specific skill."

(Display Slide 4: Common Tier 2 Interventions)

Teacher: "You might already be familiar with some common Tier 2 interventions. Examples include Check-in/Check-out, where a student checks in with an adult at the start of the day and out at the end, receiving feedback on their behavior throughout. Social skills groups are another great example, directly teaching skills like conflict resolution or active listening. We also see self-management strategies being taught, empowering students to monitor their own behavior. The crucial point here is that these are group supports, not highly individualized, and they are designed to target specific, identified behaviors."

Focus: Data Gathering for Tier 2 (10 minutes)

(Display Slide 5: Why Data Matters in Tier 2)

Teacher: "Now, let's shift our focus to the 'how' – specifically, how we know if our Tier 2 interventions are actually working. This brings us to data. Why do you think data is so incredibly important when we're implementing and evaluating behavioral interventions? What value does it add?"

(Facilitate a brief whole-group discussion for 2 minutes, inviting 2-3 responses.)

Teacher: "Excellent points! You've hit on the key reasons. Data helps us track progress, determine the effectiveness of our strategies, and most importantly, it guides our decisions about making adjustments. Without objective data, we're essentially just guessing whether our efforts are making a difference. For Tier 2, we need to choose observable, measurable behaviors to track."

(Display Slide 6: Choosing Measurable Behaviors)

Teacher: "When we select behaviors to track for Tier 2, specificity is paramount. Instead of a broad description like 'being disruptive,' we need to break it down. What does 'disruptive' look like? Is it 'calling out without raising a hand,' or 'being out of seat without permission'? When behaviors are specific and observable, they become much easier to measure reliably. Think: if you can count it or time it, you can measure it!"

(Display Slide 7: Methods for Data Collection)

Teacher: "There are several effective methods for collecting behavior data, especially useful for Tier 2 group interventions.

• Frequency Counting is simply tallying how many times a behavior occurs – like counting how many times a student interrupts during a lesson.
• Duration Recording measures how long a behavior lasts, such as the length of time a student is off-task.
• Interval Recording involves checking at specific time intervals to see if a behavior occurred during that period.

We can also use rating scales or rubrics for more nuanced social skills. Now, I have a Behavior Data Tracking Handout for each of you. Take a look at it. This handout offers a straightforward way to track frequency or duration."

(Distribute the Behavior Data Tracking Handout. Give teachers a moment to review it.)

Teacher: "Let's try a quick practice scenario. Imagine you have a small group of students who frequently interrupt during group work, calling out answers or talking over others. How could you use this Behavior Data Tracking Handout to track that specific behavior? Discuss your ideas in pairs."

(Allow 3 minutes for pair discussion. Circulate to offer support. Then facilitate a brief whole-group share-out, inviting 1-2 responses on how they might track the behavior.)

Analyzing Data & Next Steps (5 minutes)

(Display Slide 8: Analyzing Your Data)

Teacher: "Collecting data is only half the battle. Once you have it, the next crucial step is analysis. You need to look for trends. Is the frequency of the behavior decreasing? Is the duration shortening? Or is it staying the same, or even increasing? This analysis is what truly tells you if your intervention is effective. If the behavior isn't improving, the data becomes your guide, showing you that an adjustment is needed."

(Display Slide 9: When to Adjust or Escalate)

Teacher: "Based on your data analysis, you'll make informed decisions. If the data shows consistent improvement, that's fantastic! You can then plan to gradually fade the intervention, helping students generalize the new skills. However, if there's limited progress after a reasonable amount of time, or if the behavior actually worsens, it's a clear signal to adjust your intervention strategy. This might mean increasing the intensity, trying a different approach, or even considering if the student needs a more individualized assessment and plan, moving towards Tier 3 supports."

Teacher: "Always remember this cycle: Implement -> Collect Data -> Analyze -> Adjust. It's not a one-time fix; it's an ongoing, responsive process that puts student needs at the center."

Cool-Down: One Key Takeaway (5 minutes)

(Display Slide 10: One Key Takeaway)

Teacher: "To wrap up our session today, take a moment to reflect on everything we've discussed. What is one key takeaway or a practical step you plan to implement regarding Tier 2 behavior support and data gathering in your classroom? You can write it down on an exit ticket or share it with an elbow partner."

(Allow 2-3 minutes for reflection/sharing. Collect exit tickets if desired, or ask for a few volunteers to share their takeaways.)

Teacher: "Thank you for your thoughtful engagement and your continued commitment to supporting our students!"

Behavior Data Tracking Handout

Student Name: _________________________ Date Range: _________________________ Intervention: _________________________

Target Behavior (be specific and measurable!):

Data Collection Log

Use this log to track the frequency or duration of the target behavior. Make tally marks or note duration (e.g., in seconds/minutes).

Data Analysis Questions

Reflect on the data you collected using the questions below.

1. What trends do you observe in the behavior data? (e.g., increasing, decreasing, stable)
   
   
   
   
   
   
2. Are there specific times, activities, or situations when the behavior is more or less likely to occur?
   
   
   
   
   
   
3. Based on this data, is the current intervention effective? Why or why not?
   
   
   
   
   
   
4. What adjustments might be considered for the intervention, or what further steps are needed?
   
   
   
   
   
   
   
   
   
   
   

Tier 2 Behavior Support: Gathering Data - Teacher Script

Warm-Up: What's the 'Why'? (5 minutes)

*(Display Slide 1: What’s the ‘Why’? -