How to Communicate PBIS Tier 2 Supports to Families

Tier 2 supports are where PBIS does some of its most important work. But the families whose children are most likely to be involved in Tier 2 programs are often the least informed about how those programs work and the least prepared for the conversations that come with them.

Newsletters that describe Tier 2 supports clearly, before anyone needs them, build the foundation for productive family partnerships when students do need additional support.

Describe Tier 2 in Plain Language

Start with what students receive, not what the framework is called. Explain that some students benefit from more check-ins, more feedback, and more explicit practice with behavioral expectations. This is not a punishment program. It is a structured support system.

"Check-In Check-Out is the most common Tier 2 support. Students who participate check in with a specific adult at the start of the day, receive feedback at regular intervals throughout the day, and check out at the end with a record of how their day went. Families receive a daily report. It is structured, specific, and effective." That is a clear, non-stigmatizing description.

Explain How Students Enter and Exit Tier 2

Families sometimes believe Tier 2 placement is punitive or permanent. Explain the referral and exit process clearly. Who identifies that a student might benefit? How is the family notified? What does progress look like? How does a student graduate from the program?

"Students typically enter Tier 2 support after teachers notice patterns that suggest they would benefit from more frequent feedback. Families are always contacted before a student begins. Exit is based on consistent progress data, usually over four to six weeks of meeting goals." That answer reduces fear and sets expectations.

Normalize the Support

One newsletter section per year that frames Tier 2 as a normal, healthy part of school can shift the stigma significantly. Describe what percentage of students in most schools benefit from Tier 2 support at any given time. Explain that early identification and support produces much better outcomes than waiting for a crisis.

"In a typical school, about 10 to 15% of students benefit from some form of additional behavioral support at any given point in the year. Catching the need early and responding consistently is how we prevent that support from being needed for years rather than weeks."

Describe Family Partnership Roles

Tier 2 works best when families are active partners. The newsletter is where you describe what that partnership looks like: signing daily progress reports, reinforcing school expectations at home, attending brief check-in meetings, and communicating about anything that might affect the student's day.

"Families are the most important partners in any Tier 2 program. When a student sees their parent take the daily report seriously, sign it, and ask questions about it, the program's impact doubles." That is both true and motivating.

Celebrate Tier 2 Exits

When students successfully graduate from Tier 2 supports, acknowledge it in the newsletter in general terms. "Seventeen students who were receiving additional behavioral support at the start of the year have met their goals and returned to Tier 1. That is one of the most satisfying numbers in our building." Those outcomes, communicated publicly, change how the school community thinks about the program.