Potential Tier 2 (Targeted) Interventions Area of Concern Student Description Example/ Reference/ Publication Social/ Academic Emotional Behavioral New Name of Strategy Students identified and receiving support within a week. Crone, D. A., Hawken, L.S. & Horner, R. H. (2010). and check-out daily with an adult at school. Responding to problem behavior in schools: The Check in – Regular feedback and reinforcement from teachers. New York: behavior education program (2nd ed.). Check out X X Family component. Guilford Press. (performance Daily performance data used to evaluate progress. deficit) Teach self-monitoring and targeted social skills Dunlap, L. K., Dunlap, G., & Koegel, L. K. (1991). Using simultaneously. to increase independence. Teaching Exceptional Practice self-monitoring until students accurately 17-22. Children, 23(3), at 80% or better. Periodic checks on accuracy. Reid, R. R., & Harris, K. R. (1989). Self-monitoring of Self X X It is not simply giving students a self-evaluation performance. 39-42. LD Forum, 15(1), Management checklist; must teach and practice to fluency and reinforce both accurate self-evaluation and appropriate Young, K. R., West, R. P., Smith, D. J., & Morgan, D. P. behavior. (1991). Teaching self-management strategies to Longmont, CO: Sopris West. adolescents. Students matched with mentor/monitor. Christenson, S. L., Thurlow, M. L., Sinclair, M. F., Mentor monitors risk factors daily/weekly. Lehr, C. A., Kaibel, C. M., Reschly, A. L., Mavis, A., Regular feedback and problem solving with mentor. & Pohl, A. (2008). & connect: A comprehensive student Check and Intensive intervention option if risk factors increase. Minneapolis, engagement intervention manual. X X X Connect Family component. MN: University of MN. Adapted from: MiBLSi and Newcomer (2009).
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).
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