MTSS Behavior Cheat Sheet
Target
Population
Team Members
Involved
Target Behavior
Possible
Interventions
Intervention
Documentation
Selecting Data
measures
Progress
Monitoring
Tools
Timeline
PBIS, School Wide
Behavioral
Expectations,
Classroom
Management
(Interventions
provided to all
students in all
settings)
Social Skills training,
Check In/Check Out
(CICO), Corrective
teaching strategies,
daily progress
reports
PBIS, Grade level,
teacher notes
School level , grade
level, classroom
behavioral data
PBIS, Grade
level, teacher
notes,
(multiple)
teacher
nomination
4-6 weeks
A3 and/or, conference
note
A3, Self
graphing
chart
4-6 weeks
Modify initial
Supplemental
supports/interventi
ons
Accommodation Plan,
complete
Supplemental Support
Section of IPST form 6,
A3 and/or conference
note.
Classroom daily
conduct grades,
Office Discipline
Referral (ODR’s), Bus
Referrals, ISS, OSS,
Attendance,
Behavior Report
Cards
Continue or modify
initial Supplemental
replacement
behavior measures,
Select measure for
target problem
Self Graphing
Chart
4-6 weeks
Self Graphing
Chart
Implement BIP
for 2 weeks and
Follow up with
IPST to review. If
no progress,
revise BIP,
schedule 2nd
follow up meeting
(invite Behavior
Analyst if no
progress).
Consider:
Consultation with
BA.
(recommended)
Universal
School Wide,
Grade level,
Classroom
Teacher Data
Team/Grade Level
Meetings
Replacement
Behavior aligned
with
school/classroom
expectation
Supplemental
(initial)
Small group with
similar target
behaviors
Parent, Teacher,
Guidance Counselor,
Replacement
Behavior aligned
with
school/classroom
expectation
Consider: School
Psychologist
Supplemental
(Follow up)
Intensive
Individual
students needs
additional
supplemental
supports
Individual
Student
Parent, teacher,
Guidance Counselor,
School Psychologist.
Consider: Staffing
Specialist, Behavior
Analyst, Therapists,
District/school
Resource Teacher,
student if appropriate
Parent, Teacher,
Guidance Counselor,
School Psychologist,
Staffing Specialist.
Consider: Behavior
Analyst, Therapists,
District/school
Resource Teacher,
Social Worker, student
if appropriate
Replacement
Behavior aligned
with
school/classroom
expectation
AND
Specify target
problem behavior
Identify Specific
target behaviors for
challenging behavior
AND
replacement
behavior
Base on Functional
Behavior Assessment
(recommended)
behavior (Percent
completion, percent
occurrence, frequency,
duration or Rate).
Individualized
interventions
School Based FBA/BIP
Increase frequency of
data collection
Percent completion,
percent occurrence,
frequency, duration
or Rate