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

2. School Improvement Academic Behavior Whole School Effective Classroom
Targeted Group Interventions
Small group instruction
Focused academic help
sessions
Intensive, Individual Interventions
Tutoring
Academic Remediation Plans
Specially Designed Instruction
Functional Behavior Assessment & Behavior Intervention Planning
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
Effective instructional
practices
Recognition of academic
achievement
Culturally responsive practices
Academic
Behavior
Whole School
Effective
School
Organization
Positive School
Climate
Effective Staff
Development
Data Based
Decision
Making
Culturally
Responsive
Practices
Parent and
Community
Partnerships
Instructional
Classroom
Positive
Management
Instruction
Universal
Design/
Differentiated
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
Behavior
Interventions
Related
Services
We know that effective schools seek to provide support at multiple levels so that all students, no matter their individual needs, can be successful. So how do we accomplish this task? We have historically looked to specific practices, programs or people to meet the needs of our students. This means that we might need multiple things to meet the multiple needs of our students. Instead, we should be focusing on a process that can be used by any school, no matter what the needs of their individual students. By adopting a problem-solving approach, (CLICK) schools can effectively conduct needs assessments and build in the layers of support that meet their students’ academic and behavior needs. Here in NC, schools are using PBS as the problem-solving framework that allows them to construct the prevention and intervention needed to address behavior and social skill deficits. You can see some examples of the interventions here. Schools will also need a plan for creating a systematic approach to academic intervention (many schools in NC are implementing Responsiveness to Instruction for this purpose).
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
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)
Parent Training
Tier 3 5%
Tier 3 5%
Tier 2
15%
Tier 2 15%
Tier 1
80%
Tier 1
80%
Students 3

4. This slide shows the seven steps of the problem solving model
This slide shows the seven steps of the problem solving model. PBS is a problem-solving model (PSM), just like many other initiatives (for example RtI). What they all have in common is this way of thinking about and addressing problems.

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 5

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/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

11. Mentoring Focus on “connections” at school Staff volunteer
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.

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.

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.

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)

18. Behavior Contracts With the student, collaboratively identify:
Behaviors to work on
Attainable goals
How appropriate behavior will be
acknowledged
Depending on the student, you may want to include a reactive, consequence plan also.

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

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

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

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

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
Skillstreaming, Second Steps

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