Appendix A Tier 2 Targeted Intervention Overview (K-12) This should be used to match student needs with interventions to ensure that students are placed into interventions that are most likely to address their current needs. NOTE: In general, interventions are not intended for use with students who display violent or dangerous behaviors. Intervention Features Check Out Self Management Check and Connect Social Skills Organization skills Homework Club Newcomers Club Adult Attention X X X X X X X Peer Attention X Encouraging adult relationship X X X Choice of alternatives/activities X X X Teach replacement behaviors X X X X X X Teach problem solving skills X X Increase pre-corrects and prompts for behavior expectations X X X X Monitor risk factors X School home communication X X
Potential Tier 2 (Targeted) Interventions Area of Concern Name of Strategy Social/ Behavioral Emotional Academic New Student Description Example/ Reference/ Publication Check in – Check out (performance deficit) X X Students identified and receiving support within a week. and check-out daily with an adult at school. Regular feedback and reinforcement from teachers. Family component. Daily performance data used to evaluate progress. Crone, D. A., Hawken, L.S. & Horner, R. H. (2010). Responding to problem behavior in schools: The behavior education program (2nd ed.). New York: Guilford Press. Self Management X X Teach self-monitoring and targeted social skills simultaneously. Practice self-monitoring until students accurately at 80% or better. Periodic checks on accuracy. It is not simply giving students a self-evaluation checklist; must teach and practice to fluency and reinforce both accurate self-evaluation and appropriate behavior. Dunlap, L. K., Dunlap, G., & Koegel, L. K. (1991). Using to increase independence. Teaching Exceptional Children, 23(3), 17-22. Reid, R. R., & Harris, K. R. (1989). Self-monitoring of performance. LD Forum, 15(1), 39-42. Young, K. R., West, R. P., Smith, D. J., & Morgan, D. P. (1991). Teaching self-management strategies to adolescents. Longmont, CO: Sopris West. Check and Connect X X X Students matched with mentor/monitor. Mentor monitors risk factors daily/weekly. Regular feedback and problem solving with mentor. Intensive intervention option if risk factors increase. Family component. Christenson, S. L., Thurlow, M. L., Sinclair, M. F., Lehr, C. A., Kaibel, C. M., Reschly, A. L., Mavis, A., & Pohl, A. (2008). & connect: A comprehensive student engagement intervention manual. Minneapolis, MN: University of MN. Adapted from: MiBLSi and Newcomer (2009).
Area of Concern Name of Strategy Social/ Behavioral Emotional Academic New Student Description Example/ Reference/ Publication Peer Tutoring X 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. Initially, peer tutoring should be undertaken only with close and ongoing teacher supervision, to ensure success. Fuchs, D., Fuchs, L., Svenson, E., Thompson, A., Yen, L., McMaster, Otaiba, S. A., & Yang, N. Peabody peer- assisted learning strategies. Greenwood, C. R., Delquadri, J. C., & Carta, J. J., (1997). Together we can!: Classwide peer tutoring to improve basic academic skills. Longmont, CO: Sopris West. Mathes, P. G., Torgesen, J. K., S. H., & Allor, J. H. (2001). First Grade PALS (first grade peer-assisted literacy strategies). Longmont, CO: Sopris West. Homework Club X Homework partners assigned. Partners call each other to remind about assignments due. Homework support available after school or at a designated time. Reinforcers for students/teams who show improvements. Newcomer’s Club X Structured program that pairs new student with established students. Student is given orientation materials describing “tips for success,” helpful contacts, etc. School-wide behavior expectations are taught. Adults make extra effort to provide positive contact and positive reinforcement for new students. Family contact is made by school May be more important if records indicate student has had some difficulty in past school. Adapted from: MiBLSi and Newcomer (2009).