Tier 2 Interventions Kristen N. Salamone, M.Ed. David Rodgers, M.Ed.

Learner Outcomes The learner will be able to: 1. Identify Tier 2 Components 2. Determine effective screening components 3. Describe the identification process of students for targeted groups 4. Describe different types of interventions you can do with targeted groups

Multi-Tiered Academic Interventions (Burns, Jimerson & Deno, 2007) Interventions Tier I: Universal screening and progress monitoring with quality core curriculum: All students Tier II: Standardized interventions with small groups in general education: 15% to 20% of students at any time Tier III: Individualized interventions with in-depth problem analysis in general education : 5% of students at any time Problem Solving Tier I – Identify discrepancy between expectation and performance for class or individual. Is it a class wide problem? Tier II – Identify discrepancy for individual. Identify category of problem. Assign small group solution. What is the category of the problem? Tier III – Identify discrepancy for individual. Identify causal variable. Implement individual intervention. What is the causal variable?

Tier 2 Components  Tier 1 Process implemented with fidelity  Multiple methods used to identify students for Tier 2 supports  Consistent, progress-monitoring system is used across Tier 2 supports and interventions

Identification  How do you identify your Tier 2 eligible students?  How do you identify the Tier 2 interventions you need?  Data?  Suspensions  ODRs  SAP Referrals  Tardy

Effective “screening” Processes  Students who exhibit externalizing behaviors  Students who exhibit internalizing behaviors  Students who present many classroom challenges  Students experiencing in-class consequences but do not get a discipline referral  Students in ESE settings who may still need additional behavior supports  Recommendations from faculty, parents or supportive professionals

Data System Requirements  Multiple sources of data  Decision Rules  Monitor the impact of interventions  Monitor/Modify/Discontinue decision making  Assess fidelity and effectiveness of interventions/supports

So… you have the students identified, now what?  What have you done in the past?  What are you trying to do now?

Selection of Interventions  Continuously Available  Quickly and Easily Accessible  Minimal Time Commitment required from Classroom Teachers  Required Skill sets classroom teachers need can be easily learned  Aligned with school-wide expectations  All staff/faculty are aware of intervention(s) and their roles in the process  Consistently implemented with most students, but with flexibility  Program selected is matched to the function of the student’s behavior

Our Favorite Interventions…  Check In/Check Out  Social/Academic Instructional Groups  Social Skills Groups  Relationship Groups  Grief Groups  Relaxation Skill Groups  Conflict Resolution Groups  Problem Solving Groups  Pro-Social Groups  Academic Groups

Check in Check out  Relatively easy and quick to implement for up to 10-15% of all students.  Each adult volunteer checks in and out with multiple youth (up to 10 students)  All youth get same intervention  Same check in and out time  Same school-wide behavioral expectations as goals  Same number of opportunities for behavioral feedback (ratings)  Same Daily Progress Report (DPR)  Data to assess Impact of Intervention: Reduction in ODRs, points earned on Daily Progress Report (DPR), grades, attendance, etc.  Data Example: After 6 weeks, 28 of the 33 students on CICO (85%) of students earned 80% or more of Daily Progress Report (DPR) points, and there has been a 50% overall reduction in total ODRs for these 33 students.

Social/Academic Instructional Groups (SAIG)  Youth are supported in a small group for direct instruction of replacement behaviors, structured practice and feedback.  Examples:  Problem-Solving: To learn replacement behaviors for fighting, arguing, etc.  Pro-social Skills: To learn replacement behaviors for avoidance, withdrawal, etc.  Academic Behaviors: To learn replacement behaviors for getting out of seat, calling out during instruction, poor studying habits, etc.  Data to assess Impact of Intervention: Reduction in ODRs, percentage of points on Daily Progress Report (DPR), grades, attendance, behavior surveys, etc.  Data Example: After 4-6 weeks of the social skills instructional group, 7 of the 8 students have earned 80% or more of their Daily Progress Report (DPR) points and there has been a 50% reduction in total ODRs for these 8 students.

Common Areas for Social Skills Instruction  Hygiene  Manners  Listening  Being polite  Being considerate  Being respectful  Sharing  Taking turns  Appropriate words  Appropriate touch  How to behave in the halls, lunchroom, during instruction, etc.

Conflict Resolution Groups  Youth are supported in a small group to acquire basic skills necessary for solving and resolving daily conflicts with other students, adults, authority figures, etc.  Examples:  Physical Aggression: To learn replacement behaviors for fighting, arguing, etc.  Problem Solving: To learn replacement behaviors for bickering, arguing, fighting, etc.  Data to assess Impact of Intervention: Reduction in ODRs, percentage of points on Daily Progress Report (DPR), grades, attendance, behavior surveys, etc.  Data Example: After 4-6 weeks of the conflict resolution instructional group, 7 of the 8 students have earned 80% or more of their Daily Progress Report (DPR) points and there has been a 50% reduction in total ODRs for these 8 students.

How About You?  Please identify any other interventions you have used that have been successful!

Group Activity with Share Out  Pick a targeted behavior posted around the room and go to that area  If the group you pick has more than 10 people, please move along  As a group, discuss and describe the identification process of students for targeted groups  What data will you use?  What process will you use?  How will kids move in and out?  As a group, discuss and describe different types of interventions you can do with targeted groups  How will you monitor progress of interventions?  How will you differentiate interventions by need?

References Tier 2/Tier 3 Intervention Definitions ( ). Tier 2 Interventions (2016). Burns, Dino and Jimerson (2007). Multi-Tiered Academic Interventions.

Contact Information  Dave Rodgers  TaC Consultant BVIU  ext   Kristen Salamone  TaC Consultant BVIU  ext  To obtain a copy of today’s materials, please visit: