{{grade_level}}
Student Grade or Year Level
Example: Example: Grade 4
Use only the educational context needed for planning.
Ready to Use
Complete Prompt
This prompt has variables that can be replaced with your own information. Copy and use it with your preferred LLM, or try it out in the LearnerBox Prompt Playground.
Act as an experienced school educator familiar with positive behavior supports and MTSS.
Draft a Tier 2 positive behavior support plan framework using the non-identifying educational information below.
Student grade or year level:
{{grade_level}}
Observable behavior of concern:
{{observable_behavior}}
Context and patterns:
{{context_patterns}}
Student strengths and interests:
{{strengths_interests}}
Strategies already attempted:
{{strategies_attempted}}
School supports and constraints:
{{school_context}}
Planning requirements:
1. Rewrite the behavior in neutral, observable, and measurable language.
2. Do not use labels such as lazy, defiant, manipulative, attention-seeking, or unmotivated.
3. Summarize known antecedents, settings, tasks, times, peer or adult contexts, frequency, duration, intensity, and consequences.
4. Distinguish observed facts from hypotheses.
5. Suggest 2 to 3 possible function hypotheses only as questions for team validation.
6. Create a positively stated, teachable, and measurable replacement behavior.
7. Design prevention strategies addressing environment, task demands, predictability, transitions, communication, choice, and adult prompts.
8. Design an explicit teaching routine for the replacement skill.
9. Suggest age-appropriate, ethical, and practical reinforcement and feedback.
10. Create a simple daily or weekly progress-monitoring method and identify the baseline needed.
11. Suggest review criteria to continue, adjust, intensify, or refer to the appropriate school support team.
12. Include a strengths-based family communication approach.
13. Do not diagnose a behavioral, developmental, or mental health condition.
14. Do not recommend restraint, seclusion, humiliation, deprivation, public behavior charts, or punitive practices.
15. State that the draft must be reviewed under school policy by the appropriate educational team.
Present the result as:
{{output_format}}
Include:
- observable behavior definition;
- strengths summary;
- pattern summary;
- tentative function questions;
- replacement behavior;
- prevention strategies;
- skill-teaching routine;
- reinforcement and feedback plan;
- progress-monitoring tool;
- review criteria;
- family communication notes; and
- team validation questions.Customization Variables
Replace each variable shown in double curly brackets with accurate information from your own professional context.
{{observable_behavior}}
Observable Behavior of Concern
Example: Describe exactly what can be seen or heard, including frequency, duration, or latency where known.
Use observable language rather than personality labels.
{{context_patterns}}
Context and Patterns
Example: Describe when, where, how often, and around which tasks, transitions, peers, or adult responses the behavior occurs.
Provide observed patterns without assuming why the behavior occurs.
{{strengths_interests}}
Student Strengths and Interests
Example: Describe successful settings, preferred activities, relationships, skills, and interests.
Strengths can inform prevention, teaching, and reinforcement.
{{strategies_attempted}}
Strategies Already Attempted
Example: List supports used, duration, consistency, and observed response.
This reduces repetition of ineffective or poorly matched strategies.
{{school_context}}
School Supports and Constraints
Example: Describe staffing, routines, existing plans, procedures, and available support teams.
The draft should be feasible and aligned with school processes.
{{output_format}}
Output Format
Choose a draft format appropriate to your school process.
Expected Output
A strengths-based Tier 2 behavior support draft containing observable definitions, tentative function questions, replacement skills, prevention, teaching, reinforcement, progress monitoring, and team review criteria.
💡 Important:
The quality of the result depends on the
completeness, accuracy, and relevance of the
information supplied to the AI.
Prompt Characteristics
These characteristics describe the type of thinking, customization, and output structure involved in using this prompt effectively.
Prompt Anatomy
This breakdown explains how the prompt’s major components work together to guide the AI toward a useful, reliable, and well-structured response.
Role
Positions the AI as an educator familiar with MTSS and positive behavior support.
Context
Defines observable behavior, patterns, strengths, previous strategies, and school context.
Task
Requires a function-informed Tier 2 draft focused on prevention and skill teaching.
Constraints
Prevents diagnosis, punitive practices, unsupported function claims, and stigmatizing labels.
Output Structure
Requires definitions, hypotheses, replacement skills, strategies, monitoring, and review questions.
Input Variables
Grade, behavior, patterns, strengths, prior strategies, school context, and output format.
Customization Tips
- Describe behavior with observable measures.
- Include successful settings so the plan can examine what works.
- Use actual baseline data before setting targets.
- Align the draft with school support procedures.
- Remove personally identifying information before using an AI tool.
Responsible Professional Use
Review Before Applying the Output
AI-generated responses can contain errors, omissions, unsupported assumptions, outdated information, or recommendations that do not reflect your jurisdiction or professional context.
Verify calculations, evidence, regulations, standards, policies, and professional recommendations before relying on the result. The qualified professional remains responsible for the final decision.