Introductory Information

The public school system varies based on district, though there are many common features you can expect. Each school has a variety of resources for the needs of youth and their families. Some resources are available to all students and families, and other resources are available to youth with higher or more specialized needs. For schools outside of Billings Public School District, contact the principal or special education director to inquire about available resources and interventions. Billings Public Schools uses a 3 Tier Behavioral support System. A Behavioral Intervention Coach can help students who fall in all 3 Tiers.

-At tier three, students with the most intensive behavioral needs receive an individualized Behavior Intervention Plan. (Refer to flow chart taken from BPS website)

Universal/ Tier 1 Resources


Teachers are the first point of contact for parents and are responsible for academics. Teachers can also help with strategies and referrals for youth who are struggling.

School Counselors 

School counselors teach and support different strategies for students. These include anti-bullying, social/emotional learning and behavior strategies. School counselors offer parent education and support, and can refer students to appropriate interventions. Any youth can access a school counselor for support, and the level of support they provide can fit tiers 1, 2 & 3.


This includes the school principal, assistant principal, and dean. Administrators support teachers to provide effective instruction and provide leadership to the school community. They support parents and students in achievement, and can refer students to appropriate interventions or resources.

Family Resource Centers

Family Resource Centers help coordinate between parents and the school. They increase parent engagement in the school and provide community resource information. They also support teachers in home-school communication and collaboration.

Student Resource Officers

Student Resource Officers develop positive relationships with students and provide crisis response as needed.

Additional Tier One Interventions


▪     Break, moving position in class

▪     Have student take frequent breaks or activity

▪     Send student on errand

▪     Snack break

▪     Take a break


▪     Avoid power struggles

▪     Call parent or note home

▪     Card Flip

▪     Clear, consistent, and predictable consequences

▪     Do unfinished work during recess or unstructured time

▪     Have student say a nice thing to the student they called a


▪     Logical consequence

▪     Natural consequences

▪     Office referral

▪     Reflection sheet

▪     Remove from room

▪     Speak in calm and neutral tone

▪     Take away privileges

▪     Take away unstructured or free time


▪     The Praise Game

▪     Acknowledging positive behavior

▪     Praise student frequently

▪     Praise when cooperative and well behaved

▪     Praise when good attitude and involvement occur

▪     Praise when on task


▪     Rewards, Simple Reward Systems, & Incentives

▪     Call parent or positive note home



▪     Alternate Seating In Own Space

▪     Alternative modes of completing assignments

▪     Assign a buddy or partner

▪     Assign a classroom job

▪     Break down assignment

▪     Break down directions

▪     Call on student frequently

▪     Clear and concise directions

▪     Color coded folders

▪     Count to 10

▪     Daily planner

▪     Deep breathing

▪     Draw a picture or write in a journal

▪     Encourage interaction with a more self confident student

▪     Engage student

▪     Explain assignment

▪     Explain directions

▪     Frequent eye contact

▪     Frequent home contact

▪     Give choices

▪     Have student repeat directions back

▪     Headphones

▪     Helping Students With Home Work

▪     Help student start assignment

▪     Ignore

▪     Individual work space

▪     Listen to music

▪     Model appropriate language

▪     More structured routine

▪     Move to new location in the classroom

▪     Non verbal cues

▪     Organize materials daily

▪     Pause before giving a direction

▪     Provide a container for the student’s belongings

▪     Proximity to students

▪     Reassurance

▪     Redirection

▪     Reduce assignment

▪     Reflective listening

▪     Review PBIS expectations and rules

▪     Speak in calm and neutral tone

▪     Speak with student in hallway

▪     Stand while working

▪     Start Commands

▪     Stop, Walk, Talk

▪     Stress ball or fidget

▪     Talk one on one with student

▪     Talk Ticket

▪     Talk to parent

▪     Teach conflict resolution skills

▪     Teach coping skills

▪     Teach organizational skills

▪     Teach relationship skills

▪     Teach relaxation techniques

▪     Teach social skills

▪     Teach substitute words

▪     Touch base with student

▪     Touch student on shoulder

▪     Turn desk around

▪     Use calm neutral tone

▪     Use seating disk

▪     Use timer

▪     Velcro on/under the desk

▪     Visual schedule

At Risk/Tier 2 Resources

If youth needs more support, parents should first contact the teacher and ask for a meeting. The purpose of this meeting is to brainstorm and explore interventions. If the youth still needs more support, parents should contact the school counselor or principal. Generally, a meeting will take place with the parent and the school staff identified to determine next steps. Parents can bring a family member, a professional working with their family, or other supports to advocate for what they see as their child’s needs. The team may decide to use tier 2 interventions as a next step.


Students connect with a consistent adult before and after school. Students also connect with their teachers several times a day.

Small Groups

Students receive instruction in social skills, conflict resolution, anxiety management, and other topics.

Behavior Plans

Simple behavior plans are developed by the school psychologist or counselor for the student's individual needs.


Students meets regularly with an adult who offers support and advice.

Meaningful Work

Students complete jobs that connect them to school and provide a sense of belonging.

High Risk/Tier 3 Resources

If Tier 2 interventions do not meet the youth’s needs, the team meets to explore next steps.

Home-Bound Program

Home-bound teachers met with youth at their homes to provide academic help. The  teachers work with students unable to attend school due to various reasons, including students with special needs.

Shortened School Day

Students who are unable to attend a full day of school due to various reasons may be eligible for a shortened school day. The length of the school day depends on the needs of the student.

Behavioral Intervention Specialist Approach

Goal of Behavior Intervention Coach:-To be a resource to faculty, staff, students and administrators for addressing student behavioral issues. Behavioral Intervention Specialists can provide support for any of the 3 Tiers risk levels. In Tier 3 they are especially important.

Behavior Intervention Coach responsibilities:-Assist teachers in developing class-wide systems of reinforcement to promote a healthy class environment and effective planning, organization and implementation of strategies for optimum behavior management.

Protocol to access Behavior Intervention Coach:
--At tier three, students with the most intensive behavioral needs receive an individualized Behavior Intervention Plan.
-The teacher or administrator fills out the referral document.
-Guardians have been contacted and the consent form has been signed and returned.

Truancy Center

The Truancy and Detention Center for Billings Public Schools is located in the Lincoln Center and used for students who have been suspended or or truant to school. Students may require a truancy plan to assist them in school attendance concerns.

School Counselors

Students may see their local school counselors for supports as well as attend social skills groups.Any youth can access a school counselor for support, and the level of support they provide can fit tiers 1, 2 & 3.

Additional School Supports

Other School Supports

Billings Public School District Programs: Here are some of the specialty programs offered through Billings Public School.

The Frameworks Program is a partnership between Billings Public Schools, the Office of Court Services and the Boys & Girls Clubs of Yellowstone County to provide long-term suspended Middle School students with the academic, social and emotional support to not only keep up with their required school work, but to be prepared for a successful re-entry into the regular school-day. 

The Homeless Education Program is to ensure that all homeless students have the same equal access to a free and appropriate education.

Indian Education (Title Vll Indian Education Program) through Billings Public Schools provides federal financial support to meet the unique needs of American Indian children in our district and works with schools on the improvement of academic achievement. 

The Transitions Program is a program providing educational services for high school students whose continuing academic progress is in jeopardy for one of several reasons. Students could be in jeopardy of not completing high school for any of the following reasons: attendance issues, credit deficiencies, medical or mental health issues, out-of-district transfer issues, and difficulty transitioning successfully from a home-school or private-school setting to the public school setting. The Transitions Program is located in the Lincoln Center.

School Based Mental Health, or Comprehensive School and Community Treatment (CSCT) provides individual, group and family therapy for students with emotional and behavioral needs. If a student needs CSCT, school staff notify the parent and ask if they are interested in the service. If a parent would like to refer their child, the parent contacts the school principal or counselor. If the child has not tried lower level interventions, they may be placed in these first. If the student is not receiving Medicaid, the parent can pay a fee for services on a sliding fee scale. If a student is transferring from a more intensive setting, this process can move more quickly. CSCT is provided by mental health centers within the school setting, not the school itself. 

Homework BOOST

 In partnership with Castle Rock & Riverside Middle School the Boys & Girls Club provides daily, on-site homework assistance to any Middle School student, regardless of Club membership, who needs the help. In addition to the homework support each BOOST participant will receive a healthy snack when they come in. For more information please contact the Boys & Girls Club or reach out to the Castle Rock and Riverside staff.