Tier 2 Targeted Tier 2 Targeted Interventions Interventions

OverviewOverview

Compiled by S.Vitto for Targeted TrainingCompiled by S.Vitto for Targeted Training

Whole School Effective SchoolOrganization

Positive School Climate

Effective StaffDevelopment

Data Based Decision Making

Culturally ResponsivePractices

Parent and Community Partnerships

EffectiveInstructional

Practices

Classroom

Effective InstructionalPractices

PositiveClassroomManagement

Culturally ResponsiveInstruction

Universal Design/Differentiated Instruction

OngoingScreening and Assessment

Classroom Coachingand Consultation

Struggling Students

ProgressMonitoring

Behavioral Group Strategies

Mental Health Assistance

Focused Research-based Academic Instruction

Individuals

FBA/BIP

MentalHealth Services

Consider- ation for Eligibility

EC

Specially DesignedInstruction

BehaviorInterventions

Related Services

School ImprovementSchool Improvement

Targeted Group Interventions•Small group instruction•Focused academic help sessions

Intensive, Individual Interventions•Tutoring•Academic Remediation Plans•Specially Designed Instruction

Intensive, Individual Interventions•Functional Behavior Assessment & Behavior Intervention Planning

Targeted Group Interventions•Social Skills instruction•Reinforcement of specific skills•Group Behavioral Strategies•Classroom Coaching

Universal Interventions•School-wide rules and procedures•Systematic reinforcement•Social Skills Instruction•Culturally responsive practices•Data-based decision-making•Parent & Community Partnerships

Universal Interventions•Effective instructional practices •Recognition of academic achievement•Culturally responsive practices•Data-based decision-making•Parent & Community Partnerships

Academic Behavior

Julie M. Weatherman, WNC PBS Coordinator

3

Tier 1

80%

Tier 1

80%

Students

Tier 35%

Tier 35%

Tier 215%

Tier 2

15%

Completed Tiered Intervention Example:

ACADEMIC SYSTEMS

Tier 3: Comprehensive and Intensive Interventions•Individual Students or Small Group (2-3)•Reading: Scholastic Program, Reading Mastery, ALL, Soar to Success, Leap Track, Foundations, etc.

Tier 2: Strategic Interventions•Students that don’t respond to the core curriculum•Reading: Soar to Success, Leap Frog, CRISS strategies, etc.•Math: Computer Assisted Programs, Tutoring, Extended Day, etc.•Writing: Small Group, CRISS strategies, etc.

Tier 1: Core Curriculum•All students•Reading: Houghton Mifflin, etc.•Math: Harcourt, etc.•Writing: Six Traits Of Writing, etc.

BEHAVIORAL SYSTEMS

Tier 3: Intensive Interventions•Individual Counseling•FBA/BIP•Teach, Reinforce, and Prevent (TRP)•Assessment-based•Intense, durable procedures

Tier 2: Targeted Group Interventions•Some students (at-risk)•Small Group CounselingParent Training (Behavior & Academic)•Bullying Prevention ProgramFBA/BIP•Classroom Management Techniques•Professional Development•Small Group Parent Training •Data

Tier 1: Universal Interventions•All settings, all students•Committees•Preventive, proactive strategies•School Wide Rules/ Expectations•Positive Reinforcement System (Points, Tickets, etc.) •School Wide Consequence System•School Wide Social Skills Program•Data (Discipline, Surveys, etc.)•Professional Development (behavior)•Classroom Management Techniques•Parent Training

Differentiated Classroom Behavior

Management Plans based on PBS

for students who did not respond to

the standard CBMP in Tier 1

Student/Teacher Inventories of

Student Performance & Interests

Behavioral Contracts

Verbal Cueing

Visual Cueing

Social Skills Training ex. Role-

Playing, Modeling, etc

Cognitive Behavioral Therapy ex.

Problem solving skills, Re-thinking,

etc.

Visualizations

Self-Monitoring/Self-Evaluation

Mentoring

Self-Talk

Teaching Desired Behaviors

Examples of Tier 2: Secondary Behavioral Interventions

Behavior Education Program (BEP) Or CICO

Morning check-in (Get BEP Form) Give BEP form to each teacher prior to

each period. End of day check-out

Points tallied Reward

BEP form copy taken home and signed. Return signed copy next morning.

Check-in

Focus is on academic & social compliance AM / PM

Teach strategies/objectives to accomplish All staff must prompt/reinforce student use

BEP/Check and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

AWL BragginÕ DragonsÕ Check and Connect

Date: ___________________________ Class BE RESPECTFUL

(define)

BE RESPONSIBLE

(define)

BE A PROBLEM

SOLVER (define)

Morning Goal: _______ Goal met?_________

Afternoon Goal: _______ Goal met?__________

1. If I meet my goal of _____ in the morning, I will earn___________.

2. If I meet my goal of _____ in the afternoon, I will earn____________.

3. Long-term goal:_____________________________.

Parent signature: _______________________________

AWL BragginÕ DragonsÕ Check and Connect

Date: ___________________________ 2=Great! 1=OK 0=Not so great Class BE RESPECTFUL

(define)

BE RESPONSIBLE

(define)

BE A PROBLEM

SOLVER (define)

Check and Connect! 2 1 0

2 1 0 2 1 0 2 1 0

2 1 0 2 1 0 2 1 0

2 1 0 2 1 0 2 1 0

Morning Goal: __/20 points Points earned:_______/20 2 1 0 2 1 0 2 1 0

2 1 0 2 1 0 2 1 0

2 1 0 2 1 0 2 1 0

2 1 0 2 1 0 2 1 0

Check and Connect! 2 1 0

Afternoon Goal: __/26 points Points earned:_________/26 Positive Consequences

1. If I meet my goal of __/20 points in the morning, I will earn___________.

2. If I meet my goal of __/26 points in the afternoon, I will earn____________.

3. Long-term goal:_____________________________.

Parent signature: _______________________________

Mentoring Focus on “connections” at school

Developing at least one positive relationship with an adult at school Not monitoring work Not to “nag” regarding behavior

Staff volunteer Not in classroom No administrators

Match student to volunteer 10 minutes min per week

It is important to be ready to meet with a student on a regular, predictable, and consistent basis. Goal is not to become a “friend” but a positive adult role model who expresses sincere and genuine care for the student.

http://www.do-it.org.uk/magazine/features/children/mentoring

Mentoring Regular contact in school (1:1 adult and student)-at least 10

minutes per week

Monthly/quarterly out-of-school events (picnic, Reds Game, etc.)

More intensive program including out-of-school activities will require leadership and coordination

Social Skills Instruction Identify critical skills (deficit or performance problem) Develop social skill lessons

“Tell, show, practice” Match language to school-wide expectations

Generalization strategies Led by the classroom teacher

Clear and specific activities for all staff to follow must be provided to promote generalization and make sure that staff use strategies.

http://www.cited.org/index.aspx?page_id=154

Definition- Social Competence

“Social competence represents an evaluative term based on judgments (given certain criteria) that a person has performed a task adequately. These judgments may be based on opinions of significant others (e.g., parents, teachers), comparisons to explicit criteria (e.g., number of social tasks correctly performed in relation to some criterion), or comparisons to some normative sample.” (Gresham, 1986, p. 146)

Definition -Social Skills

Social skills are defined as "those behaviors which, within a given situation, predict important social outcomes" (Gresham, 1986, p. 5).

a) social skills are simply one facet of an overall construct of social competence – if taught in isolation you will never reach the larger objective of improved social functioning, b) they are linked to the environment in which they occur, and c) targeted skills should reflect the larger school set of behavioral expectations

Tim Lewis, 2001

Self-Management Teach self-monitoring & targeted social skills simultaneously

Practice self-monitoring until students accurately self-monitor at 80% or better

Periodic checks on accuracy

It is not simply giving students a self-evaluation checklist. You must teach and practice the skills until they are fluent. You must reinforce both accurate self-evaluation and appropriate behavior.

http://www.slc.sevier.org/selfmgt.htm

Positive Peer Reporting Train students with specific examples and modeling Tell students that they will earn points during a certain

time period for reporting on the appropriate behavior of targeted peers

Announce the start of the time period At the end of the time period, prompt students to

report on the appropriate behavior of the target students

Provide feedback and reinforcers to students for participating (making the positive comments)

http://www.interventioncentral.org/htmdocs/interventions/classroom/peerreport.php

Behavior Contracts

With the student, collaboratively identify:Behaviors to work onAttainable goalsHow appropriate behavior will be

acknowledged

Behavior Contract for Johnny This is a contract to help support Johnny for the rest of the school year. Johnny agrees to:

Do his homework each day

Get his planner signed by his teachers each day

Ask for help or a break if he gets upset (for example, a desk away, get a drink,

talk to someone)

Teachers and staff at AWL and JohnnyÕs parents agree to:

Help Johnny with his work if he needs it

Sign his planner each day when he brings it to them

Help Johnny know when he is starting to get upset

Help Johnny use good coping skills when he gets angry

____________________________________ ____________

Johnny Student Date

____________________________________ ____________

Ms. Math Teacher Date

____________________________________ ____________

Ms. Reading Teacher Date

____________________________________ ____________

Ms. Mom Date

____________________________________ ____________

Dr. School Psychologist Date

Academic Support Homework

Is there a way to build support within the school day? Homework check, homework buddy, time to start on homework at school.

Remediation Direct instruction in addition to the current curriculum

Accommodation Within instruction

Pre-teaching / Re-teaching

http://www.casel.org/basics/other.php

Academic Skills Groups

Led by IA, teachers, support staff, parent volunteer2-3 times per week

Small-group reading (PALS, Repeated Readings, 6-minute solution)Small-group math skill reviewOther

Homework Club

Students remain after school (everyday 1/2 hour) or 1 day per week (1-2 hours) to complete workStudents are paired up with “reminder” buddies who check in on work completion Provide monitoring of completion and incentives for meeting goals

Structured Peer Tutoring

Within the classroom Monitored by the teacher Use of specific, structured intervention

such as repeated readings, previewing, flashcards, cover-copy-compare, etc.

Initially, students will need close and on-going teacher supervision to ensure success

http://www.google.com/webhp?client=firefox-a&rls=org.mozilla:en-US:official&hl=en&q=STRUCTURED%20PEER%20TUTORING&tab=iw#client=firefox-a&rls=org.mozilla%3Aen-US%3Aofficial&hl=en&source=hp&q=STRUCTURED+PEER+TUTORING&btnG=Google+Search&aq=f&aqi=&oq=STRUCTURED+PEER+TUTORING&fp=5483bb45bcb244db

Peer Tutoring

Tutors must be taught how to teach Tutors must be taught what to do if tutee does not

comply Tutors must be given the option to drop out at any

time without penalty Monitoring to make sure that the intervention is

being implemented as planned

http://www.ncrel.org/sdrs/areas/issues/students/atrisk/at6lk20.htm

Newcomer studentsHave a systematic plan to orient new students and teach expectations: Orientation packet Orientation program led by

students and/or teachers Video that shows the expectations Peer or adult buddy

http://www.guilford.k12.nc.us/depts/pbs/pdf/PBSschool_leadership_FAQ.pdf

Newcomer Group

Club for students who are new to the school or returning after an extended absence.

Place to review expectations, monitor progress, connect with other students

Tier 2 Interventions Requiring Additional

Resources

Support GroupsClasswide or small groupLed by: school psychologist, counselor, social worker, teacher or administrator

Social Skills Anger ManagementOrganizationStudy Skillshttp://schools.nyc.gov/Offices/District75/Departments/PBS/PD/default.htm

Data-based Decision Making

There is a menu of targeted interventions available.

How do you choose the one that matches your data?

Data indicate Social-Behavior Concerns

If inappropriate behavior has potential to interfere with friendships and/or academics, you might want to try:

--> Social Skills Training --> Self-Management --> Positive Peer Reporting --> BEP / Check-in

Data Indicate Emotional Concerns

If students have circumstances that may impact performance (death, frequent mobility) or “feel alone”, are shy, unhappy, isolated, you might want to try:

--> Adult Mentoring--> Showcasing talents

Data Indicate Academic Concerns

If students have difficulty mastering academic material, difficulty with organization, or referrals occur in class when trying to “avoid” difficult work, you might want to try:

--> Academic skill groups --> Peer tutoring --> Pre-teaching / Re-teaching concepts --> Organizational or homework group --> BEP / Check-in

Data Indicate New Student Concerns

If students who have recently enrolled or have been away for an extended period of time are having difficulty, you might want to try:

--> Student orientation (student or adult - led) --> Student orientation materials (expectations,

etc.) --> Newcomer club