Five Essential Elements: Building Success for Tier 2 and Tier 3 Students

Presenters

Ramona GarrisonFollow

Location

School Climate - Bowie A/B

Focused Area

Improving School Climate for Youth-At-Risk

Relevance to Focused Area

Behavioral challenges take up a lot of teacher time, and most schools simply don’t have the time or infrastructure to design and implement strategies to meet every student’s needs. This program provides an operational framework that uses data to guide decision-making about school climate and classroom management, supporting the needs of your most challenging students, which in turn improves school climate for all.

Primary Strand

Social & Emotional Skills

Relevance to Primary Strand

Social and Emotional Skills:

Positive relationships between adults and students in a climate of shared concern are key elements in student success. This session examines a system that helps disconnected students become connected – to adults, to other students and to their families, leading to increased self-confidence, improved behavior and better academic performance.

Brief Program Description

Are you seeing too many Tier 2 and Tier 3 students slip through the cracks, despite all the supports that are in place? This highly interactive session examines a support system based on five essential elements that can be integrated into existing K-12 strategies for tough-to-reach students. This research-based, field-tested model can help nurture positive relationships, motivate students and improve attendance, academics and behavior.

Summary

This session describes a highly effective Tier 2 and 3 behavioral intervention -- a monitoring and feedback system that promotes communication, goal setting, and constructive change both at school and home. It works for students in both general and special education whose behaviors have not responded to other interventions.

The program incorporates five research-based elements: a mentoring relationship, monitoring and feedback, academic and behavioral engagement, intrinsic motivation and linking school and home.

The program carefully builds a scaffold that increases awareness of their own behavior through regular feedback from adults. Eventually, the scaffold is systematically dismantled until students are able to rely on self-monitoring. It improves student accountability; helps students learn replacement behaviors; improves organization and motivation; builds a coordinated effort between school and home; and provides a place to celebrate successes.

Students are supported in making meaningful and lasting behavioral change -- with the support of mentoring relationships, students learn how to look for possibilities instead of getting caught up in a vicious cycle of counterproductive behavior.

This highly interactive session will consist largely of small group discussions that are reported out to all participants. The presenter will use the audience’s real-life examples to illustrate the material in the session, and suggest strategies for implementing the principles of this program in their own schools.

Participants will learn:

-- the five essential elements that form the backbone of a successful monitoring and feedback system;

-- how to use those elements to build a program of support for Tier 2 & 3 students successful system

-- specific strategies to make the program work in their own schools.

-- how to set up the monitoring and feedback program so appropriate data is collected; how to analyze those data; and how to use the information to inform behavioral practices and interventions.

Evidence

Research indicates that youth participating in school-based mentoring programs are more likely than non-mentored peers to report having a non-parental adult who “they look up to and talk to about personal problems, who cares about what happens to them and influences the choices they make” (Herrera et al., 2007). Additional research into school-based mentoring outcomes found that mentored students developed more positive attitudes toward school, were more likely to trust their teachers, and developed higher levels of self-confidence and a greater ability to express their feelings (Curtis & Hansen-Schwoebel, 1999; Karcher, 2005; Karcher, Davis, & Powell, 2002. In addition, monitoring interventions are among the most flexible, useful and effective strategies for students with academic and behavioral difficulties (Mitchum, Young, Wets & Benyo, 2001). They have demonstrated efficacy for targeting a range of academic abilities (Rock, 2005), self-help skills (Pierce & Schreibman, 1994), behavioral problems (Todd, Horner & Sugai, 1999), and social behaviors (Strain & Kohler, 1994).

Format

Individual Presentation

Biographical Sketch

Dr. Mickey Garrison, the founder of Educational Support Services, has been an educator for more than 40 years. She received her doctorate degree in education from the University of Oregon, and holds an Oregon administrator license. She has served as a national consultant, elementary school principal and special education teacher, and recently retired from the Oregon Department of Education, where she served as the director of data literacy. Currently working as an educational consultant, Dr. Garrison specializes in training school teams to increase student achievement and improve behavior. An accomplished speaker, she has published extensively in the area of behavioral intervention.

Start Date

10-24-2016 3:45 PM

End Date

10-24-2016 5:15 PM

Recommended Citation

Garrison, Ramona, "Five Essential Elements: Building Success for Tier 2 and Tier 3 Students" (2016). National Youth-At-Risk Conference, West (2015-2017). 6.
https://digitalcommons.georgiasouthern.edu/nyar_vegas/2016/school/6