Determining student eligibility for Tier 2 interventions:
Students are assigned a Tier 2 intervention when the Sped. Team determines that this is an appropriate action for the student. The team determines this to be appropriate when the teacher has tried multiple interventions in their classroom, contacted parents and still not seen an improvement in behavior. The team looks at teacher interventions, and strategies used, parent input, referral data and teacher input before determining the correct intervention..
Check In Check Out:
There will be variables in the way Check-In/Check-Out behavior intervention is handled from student to student, but the basic premise is the same.
Students assigned to a CICO intervention, check in with our Student Services Coordinator at the beginning of the day to set goals for the day. The student uses a “points card” that spells out the goals for each part of the day. As the student progresses through the day, their teachers and other adult supervisors evaluate behavior and assign points for meeting their daily goals (Be Safe, Be Respectful, Be Responsible). At the end of the day, the student checks out with the same staff member they began the day with, assessing their points total for the day. A percentage is tallied and it is determined if the student met their daily goal or not.The final component of this process involves the student taking a note home that says whether the student met their daily goal or not, returning it signed at the next morning check-in.
We know that students that are on CICO are highly motivated by adult attention, This intervention provides students with adult attention several times throughout the day. The intention of the card is to prompt the teacher to take a minute at the end of each period on the card and give the student some positive feedback. The feedback should focus on what the student did well. When the student has not done well, the feedback should be to keep trying and get ready for the next check in.
Successful CICO doesn’t focus on the student’s struggles in behavior. Instead, it centers on the positive behavioral goals met and the efforts made by the student to attain those goals.
Break Are Better
Breaks are Better is a modification of the Check In Check Out intervention for students who engage in problem behavior maintained by escape and avoidance from academic activities tasks or assignments. Breaks are Better helps to reinforce the defined behaviors that students are already working on. Students are provided with explicit opportunities to take breaks in an appropriate way throughout their day.
Students can take up to three breaks during each academic day. Breaks are two minutes in length and students use a timer to let them know when the break is over. Students ask for a break by holding up an index finger. Teachers can give a thumbs up or down if the break is at an appropriate time. Students have a variety of break options that are mutually acceptable to the teacher and the student. Each time a student takes a break, a B is crossed off the CICO card.
3x3
An informal check-in system called “3X3” can be implemented to provide additional opportunities for at risk students to connect with adults. During this time, typically staff other than the students’ classroom teacher, connect with a student 3 times a week for a 3 minute visit.
2x10
2x10 is the same as the 3x3 but two minutes a day for 10 days.
Zones Group
The Zones of Regulation Groups are taught the “Zones” curriculum to help students gain skills to consciously regulate their actions, which in turn leads to increased control and problem solving abilities. Using a cognitive behavior approach, the curriculum’s activities are designed to help students recognize when they are in different states called “zones,” with each of the four zones represented by a different color. In the activities, students learn to recognize what zone they are in and explore strategies to help move from zone to zone.
Friendship Group
The Friendship groups are small groups of students that have been identified by teachers as needing some help relating to their peers in an appropriate manner. In the Friendship group, kids are taught explicitly to understand how their actions and behavior affects the way their peers may feel. They are taught to self reflect on their actions. The curriculum used was created by teachers at Ridgeview. It includes 31 lessons that include a story and small activity. The lessons include such topics as “Big Problem, Little Problem”, and “All About Me”. The group is a very effective way to provide instruction in skills that some kids need in order to look outside of themselves and see how their actions make other people feel. It also provides a small and safe environment for students to get to know other students of their same age.
Students are assigned a Tier 2 intervention when the Sped. Team determines that this is an appropriate action for the student. The team determines this to be appropriate when the teacher has tried multiple interventions in their classroom, contacted parents and still not seen an improvement in behavior. The team looks at teacher interventions, and strategies used, parent input, referral data and teacher input before determining the correct intervention..
Check In Check Out:
There will be variables in the way Check-In/Check-Out behavior intervention is handled from student to student, but the basic premise is the same.
Students assigned to a CICO intervention, check in with our Student Services Coordinator at the beginning of the day to set goals for the day. The student uses a “points card” that spells out the goals for each part of the day. As the student progresses through the day, their teachers and other adult supervisors evaluate behavior and assign points for meeting their daily goals (Be Safe, Be Respectful, Be Responsible). At the end of the day, the student checks out with the same staff member they began the day with, assessing their points total for the day. A percentage is tallied and it is determined if the student met their daily goal or not.The final component of this process involves the student taking a note home that says whether the student met their daily goal or not, returning it signed at the next morning check-in.
We know that students that are on CICO are highly motivated by adult attention, This intervention provides students with adult attention several times throughout the day. The intention of the card is to prompt the teacher to take a minute at the end of each period on the card and give the student some positive feedback. The feedback should focus on what the student did well. When the student has not done well, the feedback should be to keep trying and get ready for the next check in.
Successful CICO doesn’t focus on the student’s struggles in behavior. Instead, it centers on the positive behavioral goals met and the efforts made by the student to attain those goals.
Break Are Better
Breaks are Better is a modification of the Check In Check Out intervention for students who engage in problem behavior maintained by escape and avoidance from academic activities tasks or assignments. Breaks are Better helps to reinforce the defined behaviors that students are already working on. Students are provided with explicit opportunities to take breaks in an appropriate way throughout their day.
Students can take up to three breaks during each academic day. Breaks are two minutes in length and students use a timer to let them know when the break is over. Students ask for a break by holding up an index finger. Teachers can give a thumbs up or down if the break is at an appropriate time. Students have a variety of break options that are mutually acceptable to the teacher and the student. Each time a student takes a break, a B is crossed off the CICO card.
3x3
An informal check-in system called “3X3” can be implemented to provide additional opportunities for at risk students to connect with adults. During this time, typically staff other than the students’ classroom teacher, connect with a student 3 times a week for a 3 minute visit.
2x10
2x10 is the same as the 3x3 but two minutes a day for 10 days.
Zones Group
The Zones of Regulation Groups are taught the “Zones” curriculum to help students gain skills to consciously regulate their actions, which in turn leads to increased control and problem solving abilities. Using a cognitive behavior approach, the curriculum’s activities are designed to help students recognize when they are in different states called “zones,” with each of the four zones represented by a different color. In the activities, students learn to recognize what zone they are in and explore strategies to help move from zone to zone.
Friendship Group
The Friendship groups are small groups of students that have been identified by teachers as needing some help relating to their peers in an appropriate manner. In the Friendship group, kids are taught explicitly to understand how their actions and behavior affects the way their peers may feel. They are taught to self reflect on their actions. The curriculum used was created by teachers at Ridgeview. It includes 31 lessons that include a story and small activity. The lessons include such topics as “Big Problem, Little Problem”, and “All About Me”. The group is a very effective way to provide instruction in skills that some kids need in order to look outside of themselves and see how their actions make other people feel. It also provides a small and safe environment for students to get to know other students of their same age.