Summary of "107 - Classroom Management and Behavior Interventions - Session 2 - Lesson 1"

Overview

Dr. Jodie Marlin reviews Tier 2 of an MTSS (multi‑tiered systems of support) framework, focusing on how schools identify students who need more than universal Tier 1 supports and how to plan, deliver, monitor, and adjust Tier 2 interventions for academics and behavior. She describes a data‑driven process and practical implementation details (group size, frequency, staff roles), and emphasizes that behavior must be addressed for academic gains. The next lesson will cover specific classroom interventions.

Data‑driven process (high level): baseline → analyze → group → intervene → progress monitor → re‑evaluate/adjust

Detailed process / methodology (step‑by‑step)

Establish/confirm Tier 1 (universal) expectations and programs
- Ensure a consistent core curriculum and schoolwide behavior expectations (e.g., PBIS).
- Treat these as “non‑negotiables” so baseline comparisons are meaningful.
Gather baseline data
- Use schoolwide academic assessments and behavior screeners to determine starting points.
- Baseline data lets you track growth and identify students or small groups who need extra support.
Analyze the data to determine needs
- Look for trends, commonalities, and clusters of students with similar needs.
- Elementary academics: check for specific skill gaps (beginning sounds, sight words, comprehension).
- Behavior: use screeners that may break out domains (self‑regulation, anger management, social/emotional risk).
Develop intervention groups and plans
- Form small groups based on specific needs (examples: 3–8 students in elementary settings).
- Use PLCs (professional learning communities) to coordinate across co‑teachers/grade levels and find similar students for grouping.
- Decide delivery model (pull‑out, push‑in, or mixed) and assign responsible staff (classroom teachers, Title I, resource teachers, behavior specialist).
Implement interventions
- Typical schedule: about 30 minutes per day, 5 days per week (varies by school).
- Typical duration: 6–8 weeks per intervention cycle (groups should remain fluid).
- Schoolwide intervention times allow many staff to “push in” and support.
Progress monitor regularly
- Use quick “temperature checks” throughout the intervention (not always formal tests).
- Academics: frequent data points to detect growth or flatlining.
- Behavior: weekly teacher check‑ins with behavior specialist; monitor referrals, daily/weekly tracking, incentive effectiveness.
- Adjust monitoring frequency and method to the tool and school practice.
Re‑evaluate and adjust
- Compare progress monitoring data back to baseline.
- PLCs decide which students should exit, continue, intensify, or move to different interventions.
- Maintain fluid groups; repeat screening (beginning/middle/end of year or by quarter) to refresh groupings.

Key practical details and recommendations

Behavior affects academics: untreated behavior problems can block academic gains; reducing behavior problems enables learning progress.
Teacher role: classroom teachers should manage as much behavior as possible because of relationship and consistency; escalate to Tier 2 when Tier 1 isn’t sufficient.
Staffing options: Title I or resource teachers can pull students out; behavior specialists can lead or coordinate Tier 2 behavior interventions and manage reward/incentive tracking.
Incentive systems: use a simple, visible chart to track earned rewards (examples: craft time, STEM/LEGO, lunch with an adult) and designate a clear staff owner to ensure implementation.
Grouping logistics: coordinate across grade‑level teachers/co‑teachers using PLC time to share assessment results and form groups.
Data tools (examples): SAEBRS (or similar behavior screeners), “Behavior Advantage,” “Review360” — universal behavior screeners and tracking systems that provide risk flags and subscales. (Tool names in captions may contain minor transcription errors.)
Time and patience: behavioral change requires consistency, time, and repeated adjustments; it rarely happens immediately.

What will come next

The next lesson will describe specific Tier 2 interventions that teachers and behavior specialists can use in classrooms or small groups.

Speakers / sources featured

Dr. Jodie Marlin

Note: Background music plays at the end; captions were auto‑generated and may contain minor transcription errors, especially in specific product/tool names or acronyms.