Tier 3 interventions targets students that display problematic behavior in class and significant learning issues. Typically, this only targets one student in the classroom in order for him/her to improve their behavior and learning outcomes. Tier 3 is the most intensive intervention plan, and that is why it usually only applies to one student in a classroom. Below is a list of tier 3 interventions that will be implemented in my classroom.
Counselor Referral
Counselor referrals are a great intervention for a student with problematic behavior and is a disruption to the class during a given time. This will allow the student to go talk to his/her counselor in order for him/her to calm down and be respectful in class. Typically, when students have an outburst of this magnitude there is usually a reason for it. Therefore, by going down to the counselor he/she will be able to share the issue that developed this outburst. (Bryan, Day-Vines, Griffin, & Moore-Thomas, 2012)
This intervention aligns with tier 3 because it is only targeting one kid in the classroom. This is not an intervention that should be handed out every time a student is behaving poorly. Instead, counselor referrals should be given out to the one student that has a drastic outburst in class and is distracting his fellow classmates. This intervention is great for a student to release his temper and frustration to his/her counselor.
5-Point Scale
The 5-point scale is a great intervention for a student with problematic behavior. Therefore, this is a great resource for the specific student and the teacher. This is because the student will be able to put on the scale which level he is at on that day. The scale is from 1-5, where 1 is happy and 5 is he/she is having a terrible day and are in a very bad mood. This will notify the teacher on the state of mind of the student and allow the teacher to intervene accordingly. (Buron & Curtis, 2012)
The 5-point scale aligns with tier 3 because it is targeting one specific student to determine the behavior that he/she is in. Therefore, this will allow the student to express his/her emotions too the teacher privately instead of having a discussion. Also, by being able to keep this private without a discussion needed, the student may feel more comfortable in the classroom. Lastly, this intervention is used to derail outbursts or drastic behaviors that can be detrimental to the rest of class.
Assistive Technology
Assistive technology are tools that a student will require to not only succeed in the classroom, but be able to complete the work given to him/her. There are multiple assistive technologies that are used in school to assist the student with their work. Here are a few examples: wheelchairs, scooters, hearing aids, book holders, and many more. Typically, the high-tech assistive technology is given to the students with a disability in class. However, these tools can range from low-tech (Ex. pencil grip) to high tech (Ex. voice recognition programs). (Sik-Lányi, 2015)
Assistive technology is a tier 3 intervention because it can target only one student in the classroom. If that student has a disability, he/she would be eligible in receiving a tool to assist him/her for completing their work. Also, assistive technology will enhance the student's ability to perform in class and will then lead to a positive mindset.
Behavior Intervention Plan (BIP)
The Behavior Intervention Plan follows up with the data collected from the Functional Behavior Assessment (FBA), which was mentioned in tier 2. From the data collected from the FBA, the school will be able to create a BIP to solve his problematic behavior. This can be done with multiple strategies, but to name a few there is: 5-point scale, counselor referral (This is to go see the counselor to talk to), and behavioral contract. (Murray, 2017)
The Behavior Intervention Plan is a tier 3 intervention because it is targeting a specific student's behavior issues. Therefore, his/her plan is unique to the behavior that he/she is displaying in school. Also, because this is addressing the student's negative behavior, the plan will give the student intervention strategies to encourage a more positive behavior in the class.
Alternatives to Suspension
Alternatives to suspension is an intervention that can be used to discipline the student, but not have the student be out of school for a certain amount of days. When a student is being suspended and not allowed to school, it becomes a disservice to that student because the behavior is not being addressed and he/she is missing out on the content being covered in class. A few examples of alternatives to suspension are: counseling, in-school suspension, behavior monitoring, and community service. (Massar, Mcintosh, & Nese, 2015)
Alternatives to suspension is a tier 3 intervention because it is addressing a specific student when they get in trouble that would result in suspension, but will be given a different intervention to resolve the behavior. This is great for a student because instead of being banned from school for a certain amount of days, he/she will be able to address the behavior with someone in the school. This can lead to discovering why he/she committed the behavior that could have earned him/her a suspension.
Non-Verbal Cues
Non-verbal cues are established with the teacher and the individual student in order to stop him/her acting out poorly in class. This is a great intervention with a student because the teacher does not have to call him/her out in front of the whole class. By doing this, it will eliminate the student from being embarrassed in front of the class. This is important because when a student is called out it can shut the student down and have a negative result in the student's success and participation in the classroom. Lastly, it is crucial for the student and teacher to meet to establish the cues and what they mean so the student knows when he/she sees it. (Greenbank & Sharon, 2013)
Non-verbal cues align with tier 3 because it is between one student and his/her teacher. This is a great intervention to use in order to stop a student from acting poorly in class and displaying bad behavior. The signals will be used by the teacher to address the specific student's behavior issues. The signals should be used throughout the school year when the student needs his behavior to be addressed.
Mentoring
Mentoring a student can be very beneficial for the student's growth in a classroom. When a teacher is mentoring a student it provides him/her a personal connection and buy-in to the teacher. Also, this intervention can improve a student's motivation and morale. This is because the student is having someone motivate and encourage to keep on trying to improve his/her behavior or academics in the classroom. Lastly, this is not an intervention that needs to happen everyday. This is something that the teacher and student can meet up once a week to discuss what is going on in class. (Jones, Kelsey, & Brown, 2014)
Mentoring aligns with tier 3 because it happens between a teacher and one specific student. This will allow the student to work with the teacher one-on-one and establish a positive working relationship. In these meetings, they can address the students behavior throughout the week and the progress they are at in each classroom. this is a great support for a student that needs extra attention to be successful in the classroom.
Check In Check Out (CICO)
Check in Check out is a system that addresses the students behavior and how to manage it. In this intervention, the student will work with a CICO coordinator, which is typically a school staff member. In this system, the student will be given a card that tracks his behavior on a scale from 0-2. Once the card is completed, the student will give the CICO card to his/her CICO coordinator in order for him/her to update the student's behavior progress. (Ross & Sabey, 2015)
The Check in Check out system aligns with tier 3 because it is targeting only one student. Also, this intervention addresses the student's poor behavior and will lead to him/her improving their behavior. Lastly, by improving the student's behavior will lead to a more successful student in the classroom.
Color Coding
Color coding is a great intervention for a student that is very disorganized in class. Therefore, this is a system that will support the student in helping him/her be organized in the classroom. The different colors can be used as a technique to symbolize where specific assignments, notes, classwork, tests/quizzes, and more belong. This is great because when he/she is given a new assignment or piece of paper, he/she will know exactly where it belongs. Also, on the assignments the teacher can provide the color on the student's worksheet in order to ensure that he/she knows where it belongs. (Sturdivant, Reason, Braley, & Reason, 2012)
A color coding system aligns with tier 3 because it is targeting a specific student that needs this support because of his/her lack of organization. Once this intervention is implemented to the student, he/she will become more organized in class. This will lead the student to become more successful in the classroom.
Structured Breaks
Structured breaks is an intervention strategy that will allow the student to release his/her tension, anger, frustration, or whatever emotion he .she is experiencing that leads to his/her problematic behavior in class. A structured break can be the student walking around the hallways for a few minutes or mindless activities such as doodling, coloring, or putting their head down. This intervention should only give the student 4-6 minutes of structured break time. Lastly, the teacher can refuse this intervention to the student is he is displaying disruptive behavior instead of actually utilizing the intervention given to him/her. (Niehaus, 2017)
Structured breaks are a tier 3 intervention because it is targeting a specific student in the classroom and allowing them a small period of time to cool down and relax. This is a great intervention for students who have problematic behaviors and have frequent outbursts in class because, it will allow the student to disengage himself/herself from class to calm down. Also, this will lead to the student to become more successful in the classroom by being able to release their frustration, anger, or whatever emotion that is leading to the negative behavior.