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Tier 2/3 Interventions

Tier 2/3 Interventions. CPSY 571 Jeremy Geschwind. Learning Targets. Students will be able to: State at l east one personal belief that influences their work Define and describe four Tier 2 and one Tier 3 intervention State three critical factors in establishing Tier 2/3 interventions.

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Tier 2/3 Interventions

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  1. Tier 2/3 Interventions CPSY 571 Jeremy Geschwind

  2. Learning Targets Students will be able to: • State at least one personal belief that influences their work • Define and describe four Tier 2 and one Tier 3 intervention • State three critical factors in establishing Tier 2/3 interventions

  3. Agenda • Beliefs exercise • Survey of Tier 2/3 interventions • Planning for CICO

  4. Assumptions / Why’s • You WILL have more training in behavioral supports than most people on any staff – possibly more than anybody • Our goal is to reduce SPED referrals (i.e., increase school success for all students) • To increase school success for all students, it is necessary that behavioral expertise is available to the school staff

  5. 1. Beliefs Exercise

  6. Beliefs scenario Independent work, share later • Read scenario • Jot a few ideas for question 1 • Share out • Listen to next questions Not a test….

  7. LEAST MOST 0 2 4 6 8 10

  8. 2. Survey of interventions

  9. Review Critical Features • Continuously available • Rapid access • Low teacher effort • Consistent with school Expectations • Data utilized for: • Identification • Monitoring • Decision-making 11

  10. More Critical Features… • Implemented by all staff • Adequate resources (fte?) • Addresses student engagement • Associated with function of misbehavior and/or demonstrated skill deficits 12

  11. Check-in / Check-out (CICO) • Student starts and ends day with brief check-in with program adult • Student checks in with Teacher(s) for each subject • Student receives increased performance feedback • Student earns incentives for reaching goals • Student’s family/caregivers can support 13

  12. For students needing • Increased adult attention • Increased feedback • Increased reinforcement / encouragement 14

  13. Structured Recess • Teach playground games, one at a time • Assign students to supervised playgroup • Teach general playground behavior • Teach rules and etiquette for particular games • Teach social interaction • Assign supervision to support taught games • Monitor data in any of these areas 15

  14. For… • Students getting referrals from recess • Students demonstrating skill deficits in: • Understanding game protocols • Social problem-solving on playground • Accessing attention on playground • To support access and enjoyment of recess activities – reducing negative behaviors 16

  15. Academic Assistance Beyond differentiation: • Homework club • Peer tutoring groups • Academic behavior skill building • Academic CICO 17

  16. For students needing • Homework help • Study skills / assignment management • Encouragement / success • Additional content support • Organization / time management 18

  17. Meaningful Work • Students provided high-profile jobs throughout school • Students provided Supervisor and Job Training • NOT and earned ativity • Shares elements with variety of interventions 19

  18. For students needing • Increase in social status • Movement or activity breaks • Success in the school environment • Skills building 20

  19. Targeted Social Skills Groups Ongoing, accessible groups providing skill development in: • Friendship • Cooperation • Assertiveness • Empathy • Self-control / anger management • School / classroom skills 21

  20. What else? • School-based Mentoring • Check and Connect • New-to-School Group • Breaks are Better 22

  21. Individual Support Plan – Tier 3? • Function-based • Continuum of complexity • Continuum of resources required • Requires practitioners skilled in: • FBA • Plan management • Implementation fidelity

  22. Additional Tier 3 supports • Mental health services • Health services • Parent groups • Community supports • Drug and Alcohol evaluation, services • Delayed Expulsion programs • Alternative Education options 25

  23. 3. Planning for CICO

  24. Let’s get our hands dirty Task: create thorough timeline of events for implementing a Tier 2 intervention • Work in pairs • Work forward and backward from “event” 27

  25. Prompts • What materials are used? • Who handles them? • Who made/provided them? • Content? • Who is involved? • What do they do? When? • What do they know? • How did they come to know it? • Key decision points? • Who, what , why? 28

  26. Let’s talk!

  27. Learning outcomes Students will be able to: • State at least one personal belief that influences their work • Define and describe four Tier 2 and one Tier 3 intervention • State three critical factors in establishing Tier 2/3 interventions

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