Principals, counselors, teachers, and student support teams turn the district framework into daily routines that help students earlier and more consistently.
A building support system should make the next step obvious. Staff should know how to report concerns, teams should know how to review them, and students should receive support that is followed up and adjusted.
Use Tier 1 classroom routines, relationships, engagement, and regulation support to reduce avoidable escalation.
Give staff a clear way to report observable concerns before patterns become crisis-level problems.
Use the student support team to select a first response, name an Intervention Lead, and set a follow-up point.
Review progress, change supports when needed, and connect to Tier 2 or Tier 3 planning when concerns continue.
The tools are not meant to create paperwork. They are meant to help staff report concerns clearly, help teams make decisions, and help students receive support without delay.
Protecting the meeting routine, clarifying expectations, and making sure the support process is used consistently.
Observing and reporting student concerns clearly so the team can act before concerns become crisis patterns.
Reviewing concerns, selecting supports, naming an Intervention Lead, and following up on whether the support is helping.
Understand how prevention, concern reporting, team review, support matching, and follow-up fit together.
View FrameworkSee how the prevention guide, concern form, process guide, intervention menu, and team forms fit together.
View Building ToolsIntroduce the concern form first, then explain what happens after submission so staff trust the process.
This is not a checklist. It is a practical way to help staff move from concern to coordinated support.