Activity #9 Option A: Critical Features of Tier II Interventions - Check & Connect Critical Feature Explanation Tier II Intervention Notes Linked directly to The intervention should refer to the p. 4 – Participation must occur during expectations school’s School-wide Behavior school day Expectation. p. 48 – Teach the behavior that is Behaviors taught should reference expected of the students – that is back to the whole school plan. what the mentor can focus on Continuously Available for Intervention should be available to p.12 discusses mentoring availability student participation students throughout the school p.24 – discusses student identification year. that should go on throughout the year Rapid access to Once identified, students should p. 13 – discusses how soon a mentor intervention be placed in Tier II intervention should begin within 3-5 days. Matched to function of Interventions should be varied so p. 52 & 53, Tables 16 & 17 that behavior that students are able to access discuss examples of intensive interventions that match the interventions matched to types of function of their behavior. engagement and risk patterns. Specific Feedback Given Interventions should provide p. 58-59 Examples of specific to Students from Staff explicit feedback to students feedback given to student by mentor Both specific positive and using the monitoring form corrective feedback should be given to the student. Daily opportunities to Interventions should be given p. 40 Step 6 – “connect” intervention practice new skills students time to practice their new skills in the classroom or other school settings. Structures and prompts Interventions should include p. 55, 60-61 reviews how to teach for what to do in relevant specific information about what to problem-solving with students. situations do when different situations arise. Orientation process for A written plan for informing Pgs. 36-40 Getting to know student, families, students, and faculty, families, and students teachers and parents section staff participating in interventions should be created and updated annually. Intervention can be Data should be reviewed weekly Pg. 40-45 monitoring student data modified based on data to ensure that student progress is being made. Interventions should be adjusted if the student is not making adequate progress. Weekly school to home Each intervention should include a Pgs. 70-71 discusses home-school communication system for communication with communication caregivers.
Activity #9 Option A: Critical Features of Tier II Interventions - Check & Connect Critical Feature Explanation Tier II Intervention Notes Linked directly to expectations The intervention should refer to the school’s School-wide Behavior Expectation. Behaviors taught should reference back to the whole school plan. p. 4 – Participation must occur during school day p. 48 – Teach the behavior that is expected of the students – that is what the mentor can focus on Continuously Available for student participation Intervention should be available to students throughout the school year. p.12 discusses mentoring availability p.24 – discusses student identification that should go on throughout the year Rapid access to intervention Once identified, students should be placed in Tier II intervention within 3-5 days. p. 13 – discusses how soon a mentor should begin Matched to function of behavior Interventions should be varied so that students are able to access interventions that match the function of their behavior. p. 52 & 53, Tables 16 & 17 that discuss examples of intensive interventions matched to types of engagement and risk patterns. Specific Feedback Given to Students from Staff Interventions should provide explicit feedback to students Both specific positive and corrective feedback should be given to the student. p. 58-59 Examples of specific feedback given to student by mentor using the monitoring form Daily opportunities to practice new skills Interventions should be given students time to practice their new skills in the classroom or other school settings. p. 40 Step 6 – “connect” intervention Structures and prompts for what to do in relevant situations Interventions should include specific information about what to do when different situations arise. p. 55, 60-61 reviews how to teach problem-solving with students. Orientation process for families, students, and staff A written plan for informing faculty, families, and students participating in interventions should be created and updated annually. Pgs. 36-40 Getting to know student, teachers and parents section Intervention can be modified based on data Data should be reviewed weekly to ensure that student progress is being made. Interventions should be adjusted if the student is not making adequate progress. Pg. 40-45 monitoring student data Weekly school to home communication Each intervention should include a system for communication with caregivers. Pgs. 70-71 discusses home-school communication
1819-Example-Tier-II-Day-1-Activity-Workbook.docx