Skip To Main Content

Logo Image

Logo Title

Behavior & SEL Supports in MTSS

The School District of Marshfield uses a tiered system of behavioral supports aligned with the Positive Behavioral Interventions and Supports (PBIS) framework. This system ensures all students are supported with proactive, evidence-based strategies and interventions tailored to their needs.

Behavior & SEL Resources

Student surrounded by emojis showing different emotions to represent social-emotional learning

 

Quick Links

Tier 1 Resources

Resources for managing behavior, teaching expectations, and supporting social-emotional learning. 

Explore Tier 1 →

Tier 2 & 3 Resources

Targeted small-group or intensive individualized interventions for students who need additional academic or behavioral support, including those with significant and persistent needs.

Explore Tiers 2 & 3 →

Family Resources

Information for parents and guardians on how MTSS works and how to get support for your child.

See All Family Resources →

All Documents

Tools and strategies that deliver high-quality support in reading, math, and behavior for all students in the general education classroom.

Review All Documents →

Educator Toolbox

Templates, strategies, and external tools for supporting MTSS implementation in the classroom.

Use Toolbox →

Behavior Interventions - Response to Challenging Behavior

Start Here!

When Considering Student Behavior,
First Answer These 3 Questions:

Click to view questions

Reflective Questions:

✦ Does it interfere with learning of the student or others? ✦

✦ Is it harmful (physically or emotionally) to the individual or others? ✦

✦ Does it put the individual at risk for social challenges? ✦

Use your answers to determine next steps:

*If you answered “No” to all 3 questions, ignore the behavior and reinforce alternative behavior using the listed strategies.

(Implement for 4–6 weeks and document behavior.)

Environmental Factors

Appropriate Instruction

Reflective Questions:

Is the work at an appropriate level?
Is the work engaging or interesting to the student?

Click to View Tier 1 Strategies

Reflective Questions:

  • Is the work at an appropriate level?
  • Is the work engaging or interesting to the student?

Tier 1 Strategies to Support Instruction:

  • Alternate or modify assignments
  • Assign a buddy/partner
  • Break down and simplify directions
  • Provide choices
  • Have student repeat directions
  • Use individual workspaces

These strategies should be implemented for 4–6 weeks with documented behavior data. If no progress is seen after consistent implementation, additional interventions may be needed.

Motivation

Reflective Questions:

Have you done a formal forced-choice reinforcement survey?

Click to View Tier 1 Strategies

Reflective Questions:

  • Have you done a formal forced-choice reinforcement survey?

Sample formal forced-choice reinforcement survey:

Consider These Tier 1 Strategies to Increase Motivation:

  • Relationship Building & Rapport –get to know the student on a personal level
    • Find students likes/dislikes, favorite activities, etc.to build rapport
    • Re-establish rapport after conflict(s)
  • Praise – verbal or tangible (use 5:1 ratio)
    • used on 5 positives to 1 negative ratio;
      • praise for big and small things that students do
      • praise for effort on a task
      • praise in the form of verbal or tangible (school positive ticket system)
    • Recognizing students for following rules, directives, directions, participating.
  • Rewards – students are apt to work for something they want
    • Positive call or note home
    • Simple reward/token system - some students need outward motivators; provides encouragement 
    • Classroom incentives 

These strategies should be implemented for 4–6 weeks with documented behavior data. If no progress is seen after consistent implementation, additional interventions may be needed.

Predictability

Reflective Questions:

Does this student have a physical/tangible schedule they can check off?

Are expectations consistent across environments and people?

Is reinforcement and correction similar across settings?

Click to View Tier 1 Strategies

Reflective Questions:

  • Does this student have a physical/tangible schedule they can check off?
  • Are expectations consistent across environments and people?
  • Is reinforcement and correction similar across settings?

Consider These Tier 1 Strategies to Increase Predictability:

  • Use of visual schedule
  • Student check-in
  • Structured routine
  • Clear, consistent, and predictable consequences
  • PBIS and classroom rules and expectations

These strategies should be implemented for 4–6 weeks with documented behavior data. If no progress is seen after consistent implementation, additional interventions may be needed.

Classroom-Based Strategies for Supporting Behavior

If you answered "No" to all 3 questions above:

Use Alternative Strategies

 

Ignore the unwanted behavior and find ways to reward and reinforce an alternative behavior, using any of the following strategies listed.

Click to view strategies
  • Review PBIS and classroom rules and expectations (PBIS Cool Tools)
  • Re-teaching and practicing expected behaviors
  • Relationship Building:
    • Build rapport with student – learn likes/dislikes, interests, activities
    • Re-establish rapport after conflict(s)
  • Breaks:
    • Movement/Brain break
    • Break in a different location
    • Run an errand or do an active job
    • Snack break
    • Use calming area/safe space in classroom
  • Consequences:
    • Teach alternative behavior and expectations
    • Provide choice with firm limits
    • Consequences tied to time/place of infraction
    • Model adult-like outcomes
    • Avoid power struggle
    • Call parent or send note home
    • Clear, consistent, and predictable outcomes
    • Restorative justice practices
    • Reflection sheet / Think sheet
    • Loss of privileges
  • Praise:
    • Use 5:1 ratio of positives to negatives
    • Praise both effort and achievement
    • Offer verbal or tangible praise (e.g., positive ticket system)
  • Rewards:
    • Positive call or note home
    • Simple token system or classroom incentives
  • Other Strategies:
    • Alternate/flexible seating or standing
    • Modified or reduced assignments
    • Assign a buddy, partner, or job
    • Break down directions / Call on student frequently
    • Deep breathing, mindfulness, journaling
    • Visual schedule / headphones / individual workspace
    • Ignore minor behaviors strategically
    • Provide structured routines / non-verbal cues
    • Teach organization / supply storage container
    • Proximity / redirection / private hallway talks
    • Fidgets, sensory tools, or check-ins
    • Use calm, neutral tone / visual timers

These strategies should be implemented for 4–6 weeks with documented behavior data. If no progress is seen after consistent implementation, additional interventions may be needed.

Responding to Challenging Behavior
Tier 2/3

Did you make a Problem Solving Team referral?

Problem Solving Team will meet to determine appropriate interventions and progress monitoring tool.

Click to Review Interventions
  • Behavior Plan
    • Token Economy
    • Response-Cost 
    • Behavior Contract 
  • Check-In/Check-Out
  • Counseling Referral 
  • Sensory Diet - this should be developed under the guidance of School Psychologist, District Behavioral Specialist, Special Education Manager
  • Social Stories - this should be developed under the guidance of School Psychologist, District Behavioral Specialist, Special Education Manager
  • Transition Plans - for students returning from hospitalization/day treatments
  • Student Safety Plan - how staff will respond to student when in escalated state, example: when with student using 3 fingers to make a "w" for "wait" so other staff know to not engage
  • Modified Lunch/Recess -example: student eats in alternative settings, has recess at a different time from peers, assigned place on playground
  • Other Interventions - https://www.interventioncentral.org/behavioral-intervention-modification

These strategies should be implemented for 4-6 weeks and behaviors should be documented. Click here for progress monitoring tool (Click here: Behavior Resources). 

Other Considerations for Tier 3: 

  • Does the student recieve outside support, such as medical, counseling/therapy? If not, can we help the family with these resources?
  • Homebound can be considered for students with severe mental illness
  • A partial day may be warranted for studens with severe behaviors that have been consistent for a period of time (IEP only)
  • Referral to a Day Treatment (Northwest Journey, Mikan/Migisi, Vesper); referrals should only be considered when intervention is needed beyond current counseling, behaviors lead to situations not sufficiently managed in school or mental health issues impede success at school