Tier 2 ... a little extra help
Check in, Check out
- Students who need a little more behavior support (no more than 20 or 25 at a time) check in at the beginning of the day with a school employee designated as the check in/ check out coordinator who greets the student, primes the student for positive behavior and gives the student a daily behavior report card (DBRC) designed by the school's Building Leadership Team (BLT)
- The DBRC focuses on about three "target behaviors" for classroom teachers to track. The target behaviors are the same for all students in the program, are positively worded (so when the students are doing the target behavior they can't be doing a problem behavior), and are logically related to school wide expectations and rules
- Classroom teachers mark the number of times the students engage in the target behaviors in the appropriate areas on the DBRC
- Students check out with the check in/ check out coordinator at the end of the school day. The coordinator records the students' points for the day provides positive feedback and encouragement to the student and sends the DBRC home to be signed by a parent or guardian
- The coordinator graphs student daily point percentages on a chart, and regularly shares their progress toward the point goal with each student and their parent/guardian, focusing on successes
- When students receive a total point percentage above the goal for a set number of weeks, they receive a reward and "graduate" out of the program
- PBIS World
- Presentation by Dr. Leanne Hawken from the University of Utah
- Supporting research
School Based mentoring
- Focuses on building positive connections in the school
- Uses a staff volunteer that is not in the classroom and not an administrator
- The mentor spends at least 20 minutes each week with the student
- The goal isn't to become a close friend, but to be a positive adult role model who expresses genuine interest in the student
- Education Northwest website
- ABCs of School Based Mentoring (pdf)
- Research in Action- School Based Mentoring
Structured non-instructional periods, including recess
- Prepare activities for the 15% of students who need structure during free time
- Provide at least 3 to 4 activities for students to choose from
- Teach the specific rules for each activity
- Reinforce students for appropriate behavior during the activities
- Fade out structure as students are ready, and bring in new students who can benefit from the program
Playworks video1, video 2, video 3,
TED talk video 4