Steve Vitto Targeted Interventions Overview 2009

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

School Improvement Julie M. Weatherman, WNC PBS Coordinator Whole School Effective School Organization Positive School Climate Effective Staff Development Data Based Decision Making Culturally Responsive Practices Parent and Community Partnerships Effective Instructional Practices Classroom Effective Instructional Practices Positive Classroom Management Culturally Responsive Instruction Universal Design/ Differentiated Instruction Ongoing Screening and Assessment Classroom Coaching and Consultation Struggling Students Progress Monitoring Behavioral Group Strategies Mental Health Assistance Focused Research-based Academic Instruction Individuals FBA/BIP Mental Health Services Consider- ation for Eligibility EC Specially Designed Instruction Behavior Interventions Related Services 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

Tier 1 80% Tier 1 80% Students Tier 3 5% Tier 3 5% Tier 2 15% 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 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

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

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 on Attainable goals How appropriate behavior will be acknowledged

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 volunteer 2-3 times per week Small-group reading (PALS, Repeated Readings, 6-minute solution) Small-group math skill review Other

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

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 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

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 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

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

Steve Vitto Targeted Interventions Overview 2009

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