Behavior RTI uses the same seven steps and the same parent notice. Two things change: what you count, and how you describe it.
The behavior tiers
| Tier 1 | Tier 2 | Tier 3 | |
|---|---|---|---|
| What it looks like | School-wide expectations, taught and praised in every room | A daily check-in with an adult, a small social skills group, a simple behavior card | A plan written for one student, based on why the behavior happens |
| Examples | Class rules, routines, positive rewards | Check-in/check-out, lunch group with the counselor, a mentor | Individual behavior plan, daily tracking, close work with the family |
| What you count | Office referrals for the whole school | Daily card points, number of incidents each week | The same, every day, for the target behavior |
Write behavior so anyone could count it
| Too vague to track | Clear enough to track |
|---|---|
| "He is disrespectful" | "Leaves his seat without permission, about 6 times each morning" |
| "She has meltdowns" | "Cries and refuses work for 10 minutes or more, 3 days a week" |
| "Improve behavior" | "Stays in seat during reading block, 4 of 5 days, for 4 weeks" |
What to record for behavior
The behavior, in countable words
How often it happened before help began (the starting point)
The plan: who does what, when, and how often
The count, on a set schedule
What the parent was told and when
Three cautions
Mental health services need consent first. TEA's notice form states that mental health care cannot be given without the parent's consent, and a separate consent form is used. A behavior card does not need this. Counseling aimed at mental health does. Confirm locally: which form the district uses.
Discipline is not intervention. A suspension goes in the discipline record. It does not count as Tier 2 help.
Behavior can signal a disability too. The no-delay rule applies to behavior exactly as it does to reading.