Tier 2 Targeted Interventions Overview

1. Tier 2 Targeted Interventions Overview Compiled by S.Vitto for Targeted Training

2. School Improvement Whole School Academic Behavior Effective School Organization Classroom Effective Instructional Practices Culturally Responsive Instruction Intensive, Individual Interventions • Tutoring • Academic Remediation Plans • Specially Designed Instruction Intensive, Individual Interventions • Functional Behavior Assessment & Behavior Intervention Planning Effective Instructional Practices Struggling Students Culturally Responsive Practices Individuals Progress Monitoring Targeted Group Interventions • Small group instruction • Focused academic help sessions Targeted Group Interventions • Social Skills instruction • Reinforcement of specific skills • Group Behavioral Strategies • Classroom Coaching Consider- ation for Eligibility EC Behavioral Group Strategies Universal Design/ Differentiated Instruction Related Services Positive School Climate Specially Designed Instruction FBA/BIP Mental Health Assistance Behavior Interventions Universal Interventions • Effective instructional practices • Recognition of academic achievement • Culturally responsive practices • Data-based decision-making • Parent & Community Partnerships Universal Interventions • School-wide rules and procedures • Systematic reinforcement • Social Skills Instruction • Culturally responsive practices • Data-based decision-making • Parent & Community Partnerships Effective Staff Development Mental Health Services Positive Classroom Management Focused Research-based Academic Instruction Data Based Decision Making Ongoing Screening and Assessment Classroom Coaching and Consultation Parent and Community Partnerships Julie M. Weatherman, WNC PBS Coordinator

3. 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 Counseling • Parent Training (Behavior & Academic) • Bullying Prevention Program • FBA/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 Tier 35% Tier 35% Tier 2 15% Tier 215% Tier 1 80% Tier 1 80% Students 3

5. Examples of Tier 2: Secondary Behavioral Interventions • 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 • 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

6. 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.

7. Check-in • Focus is on academic & social compliance • AM / PM • Teach strategies/objectives to accomplish • All staff must prompt/reinforce student use

8. BEP Plan Weekly BEP Meeting 9 Week Graph Sent Morning Check-In Program Update Daily Teacher Evaluation Home Check-In EXIT Afternoon Check-In BEP/Check and Connect Cycle

11. 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

12. 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

13. 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

14. 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)

15. 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

16. 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

17. 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

18. Behavior Contracts With the student, collaboratively identify: Behaviors to work on Attainable goals How appropriate behavior will be acknowledged

20. 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

21. Academic Skills Groups Led by IA, teachers, support staff, parent volunteer 2-3 times per week Small-group reading (PALS, Repeated Readings, 6-minute solution) Small-group math skill review Other

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

23. 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

24. 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

25. Newcomer students Have 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

26. 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

27. Tier 2 Interventions Requiring Additional Resources

28. Support Groups Classwide or small group Led by: school psychologist, counselor, social worker, teacher or administrator Social Skills Anger Management Organization Study Skills http://schools.nyc.gov/Offices/District75/Departments/PBS/PD/default.htm

29. Data-based Decision Making There is a menu of targeted interventions available. How do you choose the one that matches your data?

30. 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

31. 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

32. 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

33. 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