Student Intervention Plan Tier 2 - Self Awareness, Problem Solving, Replacement Skills

Sep 22, 2026

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Student Intervention Plan Tier 2 template for supporting learners with targeted behavior needs through explicit teaching and structured routines. Includes sections to define the function of behavior, identify up to two replacement targets, and describe triggers and frequency patterns. Provides implementation guidance for teacher and student actions, restorative practices (3:1 ratio) to strengthen relationships, and mild, consistent rewards or consequences. Adds a data collection section using tally marks by time blocks to track redirects, think time, wellness room use, behavior tech support, and restorative outcomes.

LanguageEnglish

CategoryForms

FormatPDF

Pages6

Reading Time2 min

AccessFree to download

Student Intervention Plan Tier 2

Self Awareness, Problem Solving, Replacement Skills

Function of Behavior and Replacement Behaviors

Implementation and Restorative Practices

Tier 2 Data Collection

Student Intervention Plan Tier 2 Self Awareness, Problem Solving, Replacement Skills | Student Name: School: Grade: Date: | | --- | | Function of Behavior: (Indicated on the Behavior Assessment Functional Analysis Form) | | Identify the behavior(s) that need addressed (Do not choose more than 2)
When does it occur most & least? What happens before and after? How often does it occur? | | Replacement behaviors: What needs to happen instead? | Implementation: Things the Teacher will do to help the student be successful in the classroom and at what point does the student need skills intervention work outside the classroom. What will that look like? Things the Student will do to be successful in the classroom and if needed, outside the classroom: | Restorative practices:
Implementation to strengthen the teacher & student relationship 3:1 ratio (Noncontingent positive interactions and purposeful positive feedback) :
(examples: morning greeting, class responsibilities, smiles, talk about interests, positive feedback, intermittent celebrate success etc)
Rewards and/or Consequences applied to teach and restore the relationship. Outline which behaviors will earn which rewards or consequences (consequences should be mild, quick and consistent and delivered WITH NO EMOTION IN VOICETONE OR BODY LANGUAGE) :
(examples: time owed, time out, service given, verbal or written apologies etc) | | --- | | How will data be collected on targeted behavior and how often?
How often will the teacher communicate with the student and with the intervention team the outcomes and what will that look like? | Intervention Plan Tier 2 Data Collection | Student’s Name: Date: | | | | | | | | | --- | --- | --- | --- | --- | --- | --- | --- | | Enter Tally marks for the behaviors displayed throughout the day to measure outcomes and identify patterns. | | | | | | | | | Times | 9:00-10:00 | 10:00-11:00 | 11:00-12:00 | 12:00-1:00 | 1:00-2:00 | 2:00-3:00 | Daily Totals: | | Redirects | | | | | | | | | Think Time or Wellness room | | | | | | | | | Work with Behavior Tech | | | | | | | | | Restorative Practices and/or Rewards Earned | | | | | | | | | Student’s Name: Date: | | | | | | | | | --- | --- | --- | --- | --- | --- | --- | --- | | Enter Tally marks for the behaviors displayed throughout the day to measure outcomes and identify patterns. | | | | | | | | | Times | 9:00-10:00 | 10:00-11:00 | 11:00-12:00 | 12:00-1:00 | 1:00-2:00 | 2:00-3:-00 | Daily Totals: | | Redirects | | | | | | | | | Think Time or Wellness Room | | | | | | | | | Work with Behavior Tech | | | | | | | | | Restorative Practices and/or Rewards Earned | | | | | | | |

FAQs

What information is needed to complete the Tier 2 student intervention plan?

Include student details, the function of behavior from the functional analysis form, the target behavior(s) (no more than 2) with when it occurs, what happens before/after, and replacement behaviors that should occur instead.

What restorative practices are recommended in the plan?

Use a 3:1 ratio of noncontingent positive interactions and purposeful positive feedback, such as morning greetings, class responsibilities, smiles, discussing interests, positive feedback, and intermittent celebration of success.

How is data collected to measure progress in targeted behaviors?

Record tally marks for behaviors displayed throughout the day in defined time intervals (e.g., 9:00-10:00 through 2:00-3:00) and total daily counts, including redirects, think time or wellness room time, work with behavior tech, and restorative practices/rewards earned.

Sep 22, 2026

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