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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
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