Warm Up: What's Your Tier?

Instructions: For each scenario below, decide if it best fits a Tier 1, Tier 2, or Tier 3 intervention. Be prepared to explain your reasoning to the group.

Scenario 1

A teacher notices that several students in her class frequently forget to bring their homework. This is impacting their learning and the overall class routine.

What Tier of intervention would be most appropriate?

Why?

Scenario 2

One student consistently calls out answers without raising their hand, disrupting lessons daily. The teacher has tried whole-class reminders (Tier 1), but this individual behavior persists.

What Tier of intervention would be most appropriate?

Why?

Scenario 3

A student with a documented emotional behavioral disability frequently has severe outbursts that require immediate and intensive support from multiple staff members, despite ongoing small-group interventions.

What Tier of intervention would be most appropriate?

Why?

Cool Down: One-Minute Mastery

Instructions: Take one minute to respond to the following prompts. This is a quick reflection on your learning today.

My Key Takeaway

What is one significant thing you learned or were reminded of about Tier 2 classroom management and supporting diverse learners today?

My Action Plan

What is one specific Tier 2 strategy or adaptation you plan to implement or refine in your practice?

Activity: Strategy Spotlight

Instructions: In your small groups, choose one of the Tier 2 classroom management strategies listed below (or one of your own!). Discuss how the strategy works and, most importantly, how you would adapt it to effectively support SpEd students with accommodations, 504 students with accommodations, and EL learners.

Be prepared to share your chosen strategy and your adaptation ideas with the whole group!

Tier 2 Strategy Options:

• Check-In/Check-Out (CICO): A system where students check in with an adult at the start of the day/period and check out at the end, receiving feedback on their behavior goals.
• Social Skills Group: Small group instruction focused on teaching specific social behaviors (e.g., conflict resolution, asking for help, turn-taking).
• Self-Monitoring/Self-Management System: Students track their own behavior or academic progress using a chart or visual cue, often with teacher check-ins.
• Behavior Contract: A written agreement between student and teacher outlining specific behavioral goals, strategies, and rewards/consequences.
• Targeted Academic Support Group: Small group intervention focused on specific academic skills that are impacting behavior or engagement.

Group Discussion Prompts:

1. Describe the Strategy: How does your chosen Tier 2 strategy typically work? What are its main components?
   
   
   
   
   
   
   

2. Adapting for SpEd Students (IEPs/504s):

   • What specific accommodations or modifications would you integrate for students with IEPs or 504 plans? (Think about visual supports, simplified language, reduced tasks, sensory considerations, executive function support, preferential seating, etc.)
   • How can you ensure the strategy is aligned with their individual goals?
     
     
     
     
     
     
     
     
     
     
     
     

3. Adapting for EL Learners:

   • What language supports would you provide for English Learners? (Think about visuals, cognates, sentence starters, native language support, graphic organizers, simplified vocabulary, gestures, etc.)
   • How can you ensure comprehension and active participation?
     
     
     
     
     
     
     
     
     
     
     
     

4. Considerations for All Diverse Learners:

   • What data would you collect to monitor progress for these students?
   • How would you involve families?
   • What role does cultural responsiveness play in implementing this strategy?
     
     
     
     
     
     
     
     
     
     
     
     

Discussion: Tailoring Tier 2

Instructions: Let's engage in a whole-group discussion, building on the strategies and adaptations we just explored. Share your insights and learn from your colleagues.

Discussion Questions:

1. Challenges & Successes:

   • What are some of the biggest challenges you face when implementing Tier 2 interventions for students, especially those with diverse needs (SpEd, 504, EL)?
   • What are some successful adaptations or strategies you've used that made a real difference for these students?
     
     
     
     
     
     
     

2. Data-Driven Decisions:

   • What types of data do you find most helpful in identifying students who would benefit from Tier 2 support?
   • How do you use this data to monitor the effectiveness of your interventions, particularly for SpEd, 504, and EL students?
     
     
     
     
     
     
     

3. Collaboration is Key:

   • How do you effectively collaborate with special education teachers, EL specialists, school psychologists, and other support staff to ensure comprehensive Tier 2 support for students with accommodations or language needs?
   • What are best practices for communicating student progress and needs across different support teams?
     
     
     
     
     
     
     

4. Avoiding Pitfalls:

   • What are some common mistakes or pitfalls educators might encounter when trying to adapt Tier 2 strategies for diverse learners?
   • How can we proactively avoid these issues and ensure our interventions are equitable and effective for all?
     
     
     
     
     
     
     

5. Reflecting on Equity:

   • How do effective Tier 2 strategies contribute to a more equitable learning environment for all students?
   • What steps can we take to ensure our Tier 2 interventions are culturally responsive and consider the diverse backgrounds of our students?

Game: Tier 2 Tangle

Instructions: Listen carefully as the facilitator reads out student scenarios. As a group, quickly discuss and decide on the most appropriate Tier 2 intervention and any crucial adaptations you would make for diverse learners (SpEd, 504, EL). The goal is to think on your feet and apply what we've learned!

Scenario 1: The Disorganized Dynamo

Student: Leo, a 4th-grade student, frequently misplaces his assignments, forgets to turn in homework, and struggles to organize his desk and backpack. This isn't just one subject; it's across the board. His academic performance is suffering due to missed work, not necessarily lack of understanding.

Considerations: Leo is generally well-behaved and eager to please, but gets overwhelmed by organizational demands. He is an English Learner (EL) and sometimes struggles with multi-step instructions.

Your Team's Response:

• Tier 2 Intervention:
  
  
  
  
  
  
• Key Adaptations (SpEd/504/EL):
  
  
  
  
  
  
  
  
  
  
  

Scenario 2: The Social Butterfly Who Flaps Too Much

Student: Maya, a 7th-grade student, is very social and enjoys talking to her peers. However, her conversations often disrupt small group work and independent study time. She struggles with knowing when it's appropriate to talk and when to focus. Individual reminders haven't led to consistent change.

Considerations: Maya has a 504 plan for ADHD, which includes accommodations for movement breaks and verbal processing. She is very articulate and responds well to direct, clear expectations.

Your Team's Response:

• Tier 2 Intervention:
  
  
  
  
  
  
• Key Adaptations (SpEd/504/EL):
  
  
  
  
  
  
  
  
  
  
  

Scenario 3: The Quiet Avoider

Student: Samira, a 2nd-grade student, is very quiet and rarely participates in class discussions. When asked a direct question, she often shrugs or says