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Educators and classroom leaders look to academic interventions to help promote response to intervention and rti programs for classroom management

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Educators and classroom leaders look to academic interventions to help promote response to intervention and rti programs for classroom management

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Educators and classroom leaders look to academic interventions to help promote response to intervention and rti programs for classroom management

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Middle elementary and above

Comprehension

Questioning

Justify responses

Read critically

Strategy Steps:

1. The teacher and students read the first sentence silently.

2. Teacher and students take turns asking questions about the sentence. The students ask questions first, and the teacher must answer with the book closed.

3. The students close their books, and the teacher asks questions.
The students may not answer with "I don't know." They must at least try to answer or explain why they cannot answer.If any question is not clear, then it must be rephrased or clarified.The person who answers a question should be ready to justify the answer by referring to the book or explaining the background knowledge that was used.

Text passages may vary in length, depending on the students' abilities. The following steps are suggested for longer passages:

1. Teacher and students silently read the same segment of text.

2. The teacher closes the book, and is questioned about the passage by the students.

3. Then the students close their books, and the teacher questions them about the material. The teacher should ask questions using all levels of QAR.

4. Students and teacher read the next segment of text and repeat steps 2 and 3.

5. When the students have processed enough information to make predictions about the remainder of the selection, the alternate questioning stops and the teacher begins to ask prediction questions such as, "What do you think the rest of the story/selection is about? Why do you think that?" Record responses on the board.

6. The students read the rest of the text silently.

7. Facilitate a follow-up discussion of the material, starting with a comparison of students' predictions about what was read. Students select from their predictions those that might also have been logical to complete the text. Avoid labeling predictions as "right" or "wrong" but rather encourage the students to see that the text could have had several possible endings. For an additional activity, the students could rewrite the text using their own predictions.

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Reciprocal Questioning | DHH Resources for Teachers | UMN

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Middle elementary and above Comprehension Questioning Justify responses Read critically The teacher and students read the first sentence silently. Teacher and students take turns asking questions about the sentence. The students ask questions first, and the teacher must answer with the book closed. The students close their books, and the teacher asks questions.

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Upper elementary and above

Narrative texts

Preview text

Make predictions

Justify predictions

Set purpose for reading

Monitor comprehension

Encourage active engagement

Questioning

Writing

Strategy steps:

1. Mark key points in the story at which the students will write predictions.

2. Give prediction log papers to the students.

1. Students preview the story and write their predictions at the designated points.

2. After reading each section, students determine if their predictions were correct.

3. Using their prediction logs and with the teacher's guidance, the students:

1. Discuss their predictions

2. Explain why they made the predictions

3. Discuss how they constructed meaning through the story

4. Students discuss how their personal experiences influenced their understanding of the story.

5. Students discuss predictions that were not confirmed and what they missed in reading that led them to the wrong conclusions.

6. The students write their reactions or their responses to the story and the discussion.

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Prediction Logs | DHH Resources for Teachers | UMN

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Upper elementary and above Narrative texts Preview text Make predictions Justify predictions Set purpose for reading Monitor comprehension Encourage active engagement Questioning Writing Strategy steps: Mark key points in the story at which the students will write predictions. Give prediction log papers to the students.

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Middle Elementary and above

Assess/develop/activate prior knowledge

Identify connections between and among key concepts

Set purpose for reading

Link new information to prior knowledge

Questioning

Determine the major concepts in the selection and write those concepts in short, clear, declarative sentences with a line in front of each statement. For example, take true statements from a selection on bats, write some false statements, and arrange them in the following format:

Strategy Steps:

1. Before reading the selection, students read the statements, decide if they are true or false, and write a T or an F on the line.

2. Discuss the responses before the students read the selection, asking them to explain why they responded as they did.

3. After reading the selection, have the students revisit their responses and compare their thoughts before and after reading.

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Anticipation Guides | DHH Resources for Teachers | UMN

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Middle Elementary and above Assess/develop/activate prior knowledge Identify connections between and among key concepts Set purpose for reading Link new information to prior knowledge Questioning Determine the major concepts in the selection and write those concepts in short, clear, declarative sentences with a line in front of each statement.

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Lower Elementary and above

Can be used with 5 and 6-year-olds if pictures are used instead of sentences

Narrative text
or sequential expository text

Assess/develop/activate prior knowledge

Motivation

Advance organizer

Set purpose for reading

Link new information to prior knowledge

Work cooperatively with others

Communicae ideas to classmates

Postreading--comprehension

The teacher selects the main events that occur in the story. The number of main events will depend on the ages and abilities of the students. The following example would be appropriate for most lower elementary students:

The three bears go for a walk in the woods.

Goldilocks goes into the three bears' house.

She eats Baby Bear's soup.

She sits in Baby Bear's chair.

The chair breaks.

Goldilocks falls asleep on Baby Bear's bed.

The three bears find Goldilocks asleep on the bed.

Goldilocks is afraid and runs out of the house.

Strategy Steps:

1. Write each main event on a card.

2. Present the cards to the students in mixed order.

3. Teacher and students read and discuss the sentences on the cards.

4. The students may work as a group or with partners (each set of partners needs a set of sentence cards).

5. The students arrange the cards in the order in which they predict the events will occur in the story. Partners/group members must agree on the order of events.

6. After reading the story, the children compare their prediction of the order of events with the actual sequence in the story.

7. Teacher and class discuss clues that help determine sequence.

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Lower Elementary and above Can be used with 5 and 6-year-olds if pictures are used instead of sentences Narrative text or sequential expository text Assess/develop/activate prior knowledge Motivation Advance organizer Set purpose for reading Link new information to prior knowledge Work cooperatively with others Communicae ideas to classmates Postreading--comprehension The teacher selects the main events that occur in the story.

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Middle Elementary and above

Assess/develop/activate prior knowledge

Motivation

Advance organizer

Set purpose for reading

Link new information to prior knowledge

Research

Writing

Public presentation

Postreading--comprehension

K-W-L is a strategy that can be used with any text but is probably most effective with expository text. It can be used with individuals or groups of students who are at least 8 years old. Before starting the procedure, the teacher draws three columns on the board labeling each column as shown in the example below:

Strategy Steps:

1. Introduce the topic of the reading selection.

2. Students list what they already know about the topic in the first column.

3. Students list what they want to know about the topic in the second column.

4. The students read, discuss, and study the assigned text.

5. Students list what they learned in the third column.

A strategy modification: Add a fourth column ("What I Still Want To Know"). In this column, students list any topic that they wanted to learn but still did not know at the end of their study and any new line of inquiry that was triggered by their reading and discussion. The students can then:

Begin their research.

Prepare their findings in a report or presentation.

Share information with class.

With the addition of this modification, the strategy is usually referred to as K-W-L plus.

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K-W-L and K-W-L | DHH Resources for Teachers | UMN

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Middle Elementary and above Assess/develop/activate prior knowledge Motivation Advance organizer Set purpose for reading Link new information to prior knowledge Research Writing Public presentation Postreading--comprehension K-W-L is a strategy that can be used with any text but is probably most effective with expository text.

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The Frayer Model is a graphic organizer for building student vocabulary. This technique requires students to define target vocabulary and apply their knowledge by generating examples and non-examples, giving characteristics, and/or drawing a picture to illustrate the meaning of the word.

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In this Panorama Education Intervention Brief, we explore the two-word check-in: a ritual that educators can use to gauge how students (or colleagues) are feeling in the moment. You can find this strategy the intervention library of Student Success, Panorama's MTSS intervention management platform for school districts.
***********************

Quick Summary

Intervention Name: Two-Word Check-In

Tier(s): 1, 2, 3

Grade Levels: K-12

CASEL Competency Alignment: Self Awareness, Social Awareness

Description: The two-word check-in is a simple yet powerful classroom exercise that enhances emotional awareness, promotes authenticity, and builds community.

Check-in with students using these 90 prompts! [Download as a PDF]

Two-Word Check-In Overview

The two-word check-in is a group-oriented and behavioral intervention. It is often used as an opening or closing ritual to help students (and caring adults) describe how they are feeling. Using the two-word check-in in your school can help to build students' self awareness and social awareness skills while also increasing their sense of belonging and safety in the classroom. research-backed

The two-word check-in gives students an opportunity to reflect on (and label) the emotions that they are experiencing. The goal is to take a pulse on where members of the classroom community are at during the start or the end of a day, class period, or restorative circle. Classroom teachers can implement a two-word check-in in less than 10 to 15 minutes per day and tend to use it with students on a recurring basis.

Adults can also benefit from doing regular feelings check-ins. In many districts, teams of educators will begin meetings with a two-word check-in or an internal weather report. When educators embody the same wellness practices that they hope to teach their students, the outcomes for learners and teachers are amplified.

How to Implement the Two-Word Check-In

1. Invite students to find a comfortable seat, either at their desk, on the floor, or together in a circle (if space allows). Make sure your own body language is relaxed and inviting.

2. Put both hands over your heart and take a few deep breaths. Ask students to do the same. Invite them to keep a soft gaze or close their eyes, whichever feels more comfortable and safe.

3. As you continue to breathe together, ask students to notice how they are feeling. Remind them that all emotions are welcome. Invite them to take a few moments to connect with their feelings and choose two words to describe them.

4. When the students have two words in mind, invite them to softly open their eyes and return their focus to the classroom.

5. Educators can start by sharing their two-word check-in. Students can take turns sharing their two words, or may pass if they are not comfortable.

If you use Panorama: You can select the "Two Word Check-in" strategy when creating an intervention plan for a student. Monitor the student's progress over time by logging notes. Everything will be saved to the student's profile and visible to other educators with access to Panorama.

Example of a student intervention plan in Panorama (mock data pictured)

Tips for Effective Implementation

Differentiate the activity by grade level

For students in grades PreK-1: Consider brainstorming a list of feelings as a class. You can draw and label various facial expressions on the board or on a poster. Encourage students to pick words that they helped brainstorm or to draw a "feeling face" before sharing aloud.
For students in grades 2-5: Since elementary students are starting to build a more sophisticated emotional vocabulary, you can provide them with more complex examples of feelings. For example, you might share a feelings wheel .

For secondary students: Consider spending time on reflection questions after they've shared their two-word check-in. Do they feel safe enough to share their authentic emotions? How do they think the exercise impacts the classroom community?

Try implementing it in a one-on-one setting

While typically used as an opening or closing ritual with a classroom or small group of students, the two-word check-in can also work in a one-on-one conversation with a student. When a caring adult models the practice of labeling their emotions, it can help to increase their relationship and level of connectedness with a student.

If students are participating in hybrid or remote learning, implement well-being check-ins virtually

Students can use the chat on Zoom or Google Hangouts to share two words that describe how they are feeling. Or, they can un-mute themselves to respond to reflection questions or talk about what's going on in their day.

For team meetings or professional development workshops, consider using the two-word check-in as an icebreaker or opening exercise

The act of checking in can help build educator capacity to model self awareness and self-management.

Carve out additional time for students to reflect on the exercise in groups

Prompt students to explore how it felt to label their feelings, what it was like to describe their emotional state in two words (or one word), and how it felt to hear everyone else share their two-word check in. With middle school and high school students, consider reflection questions such as:

What was it like to give yourself permission to be exactly as you are?

How did it feel to acknowledge your feelings?

What was it like to choose two words to describe how you are feeling?

What was it like to hear everyone else share their two words?

How do you think this impacted our classroom community?

Additional Resources

Download our Student Check-ins Question Bank (includes 80 questions!)

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The Two-Word Check-In: A Powerful Practice for Connecting with Students

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The two-word check-in is a simple yet powerful classroom exercise that enhances emotional awareness, promotes authenticity, and builds community.

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“Rose, Bud, Thorn” Activity and Worksheet for School-wide Implementation

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Learn how to implement Rose, Bud, Thorn in your classroom and download Panorama’s free journaling guide.

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Center for Effective Collaboration and Practice. (n.d.). Classwide peer tutoring: Information for families, 1-3. Retrieved January 23, 2004 from http://cecp.air.org/familybriefs/docs/PeerTutoring.pdf

Cohen, J. (1986). Theoretical considerations of peer tutoring. Psychology in the Schools, 23(2), 175-186.

Cohen, P.A., Kulik, J.A., & Kulik, C.C. (1982). Educational outcomes of tutoring: A meta-analysis of findings. American Educational Research Journal, 19(2), 237-248.

Cook, S.B., Scruggs, T.E., Mastropieri, M.A., & Casto, G.C. (1985). Handicapped students as tutors. Journal of Special Education, 19, 483-492.

Education Programs That Work. (1995). Cooperative integrated reading and composition (CIRC) - Reading. Retrieved January 23, 2004 from http://www.ed.gov/pubs/EPTW/eptw4/eptw4c.html

Faculty Awards (2003). Retrieved January 30, 2004 from Vanderbilt University, Peabody College Web site: http://peabody.vanderbilt.edu/sped/faculty_awards.htm

Fantuzzo, J.W., Davis, G.Y., Ginsburg, M.D. (1995). Effects of parent involvement in isolation or in combination with peer tutoring on student self-concept and mathematics achievement. Journal of Educational Psychology, 87(2), 272-281.

Fantuzzo, J.W., King, J.A., & Heller, L.R. (1992). Effects of reciprocal peer tutoring on mathematics and school adjustment: A component analysis. Journal of Educational Psychology, 84(3), 331-339.

Fantuzzo, J.W., Riggio, R.E., Connelly, S., & Dimeff, L.A. (1989). Effects of reciprocal peer tutoring on academic achievement and psychological adjustment: A component analysis. Journal of Educational Psychology, 81(2), 173-177.

Fantuzzo, J.W., & Rohrebeck, C.A. (1992). Self-managed groups: Fitting self-management approaches into classroom systems. School Psychology Review. 21(2), 225-264. Retrieved February 24, 2004, from EBSCO Database.

Foot, H.C., Shute, R.H., Morgan, M.J., & Barron, A.M. (1990). Theoretical issues in peer tutoring. In H.C. Morgan, M.J. Shute, & R.H. Shute, (Eds.), Children helping children, (pp.65-92). New York: John Wiley & Sons.

Fuchs, D., & Fuchs, L.S. (2001). Creating a strong foundation for mathematics learning with kindergarten peer-assisted learning strategies. National Center on Accelerating Student Learning News: Promoting success in grades K-3, 3, 1-4. Retrieved January 22, 2004 from: http://www.vanderbilt.edu/casl/casl3.pdf

Fuchs, D., Fuchs, L.S., & Burish, P. (2000). Peer assisted learning strategies: An evidence based practice to promote reading achievement. Learning Disabilities Research & Practice, 15(2) 85-91.

Fuchs, D, Fuchs, L.S., & Kazdan, S. (1999). Effects of peer-assisted learning strategies on high school students with serious reading problems. Remedial & Special Education, 20, 309-319.

Fuchs, D., Fuchs, L.S., Thompson, A., Svenson, E., Yen, L., Al Otaiba, S., Yang, N., McMaster, K.N., Prentice, K., Kazdan, S., & Saenz, L. (2002). Peer-assisted learning strategies in reading: extensions for kindergarten, first grade, and high school. Remedial and Special Education (22), 15-21. Retrieved February 6, 2003 from: http://www.ldonline.org/ld_indepth/reading/peer_assisted.html

Fuchs, L.S., & Fuchs, D. (1995). Acquisition and transfer effects of classwide peer-assisted learning strategies in mathematics for students with varying learning histories. School Psychology Review, 24(4), 604-621. Retrieved January 30, 2004, from EBSCO Database.

Fuchs, L.S., & Fuchs, D. (2001). Principles for sustaining research-based practice in the schools: A case study. Focus on Exceptional Children, 33(6), 1-14. Retrieved January 22, 2004, from EBSCO Database: http://search.epnet.com/direct.asp?an=4765398&db=tfh

Fuchs, L. S., Fuchs, D., Hamlett, C. L., Phillips, N. B., Karns, K., & Dutka, S. (1997). Enhancing students' helping behavior during peer tutoring with conceptual mathematical explanations. Elementary School Journal, 97(3), 223-250.

Fuchs, L.S., Fuchs, D., & Karns, K. (2001). Enhancing kindergartners' mathematical development: Effects of peer-assisted learning strategies. The Elementary School Journal, 101(5), 495-510.

Gaustad, J. (1993). Peer and cross-age tutoring. ERIC Digest, 79, 1-7. Retrieved on February 24, 2004, from ERIC Database: http://eric.uoregon.edu/publications/digests/digest079.html

Gerber, M., & Kauffman, J.M. (1981). Peer tutoring in academic settings. In P.S Strain, (Ed.), The utilization of classroom peers as behavior change agents (pp.155-188). New York: Plenum Press.

Greenwood, C.R., Carta, J.J., & Hall, V. (1988). The use of peer tutoring strategies in classroom management and educational instruction. School Psychology Review, 17(2), 258-275.

Hall, T. & Stegila, A. (n.d). Peer mediated instruction and intervention. National Center on Accessing the General Curriculum. Retrieved April 3, 2003, from: http://www.cast.org/ncac/PeerMediatedInstructionandIntervention2953.cfm

Heller, L.R., & Fantuzzo, J.W. (1993). Reciprocal peer tutoring and parent partnership: Does parent involvement make a difference? School Psychology Review, 22, 517-534.

Johnson, D.W., Maruyama, G., Johnson, R., Nelson, D., & Skon, L. (1981). Effects of cooperative, competitive, and individualistic goal structures on achievement: A meta-analysis. Psychological Bulletin, 89, 47-62.

Kalkowski, P. (1995). Peer and cross-age tutoring. School Improvement Research Series, 18, 1-27. Retrieved February 24, 2004 from NW Regional Education Laboratory Web site: http://www.nwrel.org/scpd/sirs/9/c018.html

Light, P.L., & Littleton, K. (1999). Social processes in children's learning (pp. 91-100). Cambridge, England: Cambridge University Press.

Pigott, H.E., Fantuzzo, J.W., & Clement, P. (1986). The effects of reciprocal peer tutoring and group contingencies on the academic performance of elementary school children. Journal of Applied Behavior Analysis, 19, 93-98.

Rivera, D.P. (1996). Using cooperative learning to teach mathematics to students with learning disabilities. Spring LD Forum Council for Learning Disabilities. Retrieved January 22, 2004 from: http://www.ldonline.org/ld_indepth/math_skills/coopmath.html

Ryan, R.M., & Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.

Mastropieri, M., Scruggs, T., Mohler, L., Beranek, M., Spencer, V., Boon, R.T., Talbott, E. (2001). Can middle school students with serious reading difficulties help each other learn anything? Learning Disabilities Research and Practice, 16(1), 18-27.

Maheady, L. (2001). Peer-mediated instruction and interventions and students with mild disabilities. Remedial & Special Education, 22(1), 4-15.

About PALS (n.d.). Retrieved January 22, 2003 from Vanderbilt University, Vanderbilt Kennedy Center Web site: http://kc.vanderbilt.edu/kennedy/pals/about.html

About PALS: PALS math (n.d.). Retrieved January 22, 2004, from Vanderbilt University, Vanderbilt Kennedy Center Web site: http://kc.vanderbilt.edu/kennedy/pals/about.html#math

About PALS: PALS reading (n.d.). Retrieved January 22, 2004, from Vanderbilt University, Vanderbilt Kennedy Center Web site: http://kc.vanderbilt.edu/kennedy/pals/about.html#reading

Salvin, R.E. (1990). Cooperative learning: Theory, research, and practice. Englewood Cliffs, NJ: Prentice Hall.

Schrader, B., & Valus, V. (1990). Disabled learners as able teachers: A cross-age tutoring project. Academic Therapy, 25, 589-597.

Steinberg, L., Dornbusch, S.M., & Brown, B.B. (1992). Ethnic differences in adolescent achievement: An ecological perspective. American Psychologist, 47, 723-729.

Stephenson, P. & Warwick, P. (2002). Peer tutoring in the primary science classroom. Investigating: Australian Primary & Junior Science Journal, 17, 11-14. Retrieved May 20, 2003 from: http://search.epnet.com/direct.asp?an=5053847&db=tfh

Topping, K. (1988). The peer tutoring handbook: Promoting cooperative learning. London: Croom Helm.

Utley, C.A. & Mortweet, S.L. (1997). Peer-mediated instruction and interventions. Focus on Exceptional Children, 29(5), 1-23. Retrieved February 24, 2004, from EBSCO Database.

Wentzel, K.R. (1999). Social-motivational processes and interpersonal relationships: Implications for understanding motivation at school. Journal of Educational Psychology, 91, 76-97.

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Using Peer Tutoring to Facilitate Access

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Peer tutoring links high achieving students with lower achieving students or those with comparable achievement for structured learning. It promotes academic gains as well as social enhancement. This brief discusses three research-supported peer tutoring strategies: Cross-Age Tutoring; Peer-Assisted Learning Strategies (PALS); and Reciprocal Peer Tutoring (RPT).

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Center for Effective Collaboration and Practice. (n.d.). Classwide peer tutoring: Information for families, 1-3. Retrieved January 23, 2004 from http://cecp.air.org/familybriefs/docs/PeerTutoring.pdf

Cohen, J. (1986). Theoretical considerations of peer tutoring. Psychology in the Schools, 23(2), 175-186.

Cohen, P.A., Kulik, J.A., & Kulik, C.C. (1982). Educational outcomes of tutoring: A meta-analysis of findings. American Educational Research Journal, 19(2), 237-248.

Cook, S.B., Scruggs, T.E., Mastropieri, M.A., & Casto, G.C. (1985). Handicapped students as tutors. Journal of Special Education, 19, 483-492.

Education Programs That Work. (1995). Cooperative integrated reading and composition (CIRC) - Reading. Retrieved January 23, 2004 from http://www.ed.gov/pubs/EPTW/eptw4/eptw4c.html

Faculty Awards (2003). Retrieved January 30, 2004 from Vanderbilt University, Peabody College Web site: http://peabody.vanderbilt.edu/sped/faculty_awards.htm

Fantuzzo, J.W., Davis, G.Y., Ginsburg, M.D. (1995). Effects of parent involvement in isolation or in combination with peer tutoring on student self-concept and mathematics achievement. Journal of Educational Psychology, 87(2), 272-281.

Fantuzzo, J.W., King, J.A., & Heller, L.R. (1992). Effects of reciprocal peer tutoring on mathematics and school adjustment: A component analysis. Journal of Educational Psychology, 84(3), 331-339.

Fantuzzo, J.W., Riggio, R.E., Connelly, S., & Dimeff, L.A. (1989). Effects of reciprocal peer tutoring on academic achievement and psychological adjustment: A component analysis. Journal of Educational Psychology, 81(2), 173-177.

Fantuzzo, J.W., & Rohrebeck, C.A. (1992). Self-managed groups: Fitting self-management approaches into classroom systems. School Psychology Review. 21(2), 225-264. Retrieved February 24, 2004, from EBSCO Database.

Foot, H.C., Shute, R.H., Morgan, M.J., & Barron, A.M. (1990). Theoretical issues in peer tutoring. In H.C. Morgan, M.J. Shute, & R.H. Shute, (Eds.), Children helping children, (pp.65-92). New York: John Wiley & Sons.

Fuchs, D., & Fuchs, L.S. (2001). Creating a strong foundation for mathematics learning with kindergarten peer-assisted learning strategies. National Center on Accelerating Student Learning News: Promoting success in grades K-3, 3, 1-4. Retrieved January 22, 2004 from: http://www.vanderbilt.edu/casl/casl3.pdf

Fuchs, D., Fuchs, L.S., & Burish, P. (2000). Peer assisted learning strategies: An evidence based practice to promote reading achievement. Learning Disabilities Research & Practice, 15(2) 85-91.

Fuchs, D, Fuchs, L.S., & Kazdan, S. (1999). Effects of peer-assisted learning strategies on high school students with serious reading problems. Remedial & Special Education, 20, 309-319.

Fuchs, D., Fuchs, L.S., Thompson, A., Svenson, E., Yen, L., Al Otaiba, S., Yang, N., McMaster, K.N., Prentice, K., Kazdan, S., & Saenz, L. (2002). Peer-assisted learning strategies in reading: extensions for kindergarten, first grade, and high school. Remedial and Special Education (22), 15-21. Retrieved February 6, 2003 from: http://www.ldonline.org/ld_indepth/reading/peer_assisted.html

Fuchs, L.S., & Fuchs, D. (1995). Acquisition and transfer effects of classwide peer-assisted learning strategies in mathematics for students with varying learning histories. School Psychology Review, 24(4), 604-621. Retrieved January 30, 2004, from EBSCO Database.

Fuchs, L.S., & Fuchs, D. (2001). Principles for sustaining research-based practice in the schools: A case study. Focus on Exceptional Children, 33(6), 1-14. Retrieved January 22, 2004, from EBSCO Database: http://search.epnet.com/direct.asp?an=4765398&db=tfh

Fuchs, L. S., Fuchs, D., Hamlett, C. L., Phillips, N. B., Karns, K., & Dutka, S. (1997). Enhancing students' helping behavior during peer tutoring with conceptual mathematical explanations. Elementary School Journal, 97(3), 223-250.

Fuchs, L.S., Fuchs, D., & Karns, K. (2001). Enhancing kindergartners' mathematical development: Effects of peer-assisted learning strategies. The Elementary School Journal, 101(5), 495-510.

Gaustad, J. (1993). Peer and cross-age tutoring. ERIC Digest, 79, 1-7. Retrieved on February 24, 2004, from ERIC Database: http://eric.uoregon.edu/publications/digests/digest079.html

Gerber, M., & Kauffman, J.M. (1981). Peer tutoring in academic settings. In P.S Strain, (Ed.), The utilization of classroom peers as behavior change agents (pp.155-188). New York: Plenum Press.

Greenwood, C.R., Carta, J.J., & Hall, V. (1988). The use of peer tutoring strategies in classroom management and educational instruction. School Psychology Review, 17(2), 258-275.

Hall, T. & Stegila, A. (n.d). Peer mediated instruction and intervention. National Center on Accessing the General Curriculum. Retrieved April 3, 2003, from: http://www.cast.org/ncac/PeerMediatedInstructionandIntervention2953.cfm

Heller, L.R., & Fantuzzo, J.W. (1993). Reciprocal peer tutoring and parent partnership: Does parent involvement make a difference? School Psychology Review, 22, 517-534.

Johnson, D.W., Maruyama, G., Johnson, R., Nelson, D., & Skon, L. (1981). Effects of cooperative, competitive, and individualistic goal structures on achievement: A meta-analysis. Psychological Bulletin, 89, 47-62.

Kalkowski, P. (1995). Peer and cross-age tutoring. School Improvement Research Series, 18, 1-27. Retrieved February 24, 2004 from NW Regional Education Laboratory Web site: http://www.nwrel.org/scpd/sirs/9/c018.html

Light, P.L., & Littleton, K. (1999). Social processes in children's learning (pp. 91-100). Cambridge, England: Cambridge University Press.

Pigott, H.E., Fantuzzo, J.W., & Clement, P. (1986). The effects of reciprocal peer tutoring and group contingencies on the academic performance of elementary school children. Journal of Applied Behavior Analysis, 19, 93-98.

Rivera, D.P. (1996). Using cooperative learning to teach mathematics to students with learning disabilities. Spring LD Forum Council for Learning Disabilities. Retrieved January 22, 2004 from: http://www.ldonline.org/ld_indepth/math_skills/coopmath.html

Ryan, R.M., & Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.

Mastropieri, M., Scruggs, T., Mohler, L., Beranek, M., Spencer, V., Boon, R.T., Talbott, E. (2001). Can middle school students with serious reading difficulties help each other learn anything? Learning Disabilities Research and Practice, 16(1), 18-27.

Maheady, L. (2001). Peer-mediated instruction and interventions and students with mild disabilities. Remedial & Special Education, 22(1), 4-15.

About PALS (n.d.). Retrieved January 22, 2003 from Vanderbilt University, Vanderbilt Kennedy Center Web site: http://kc.vanderbilt.edu/kennedy/pals/about.html

About PALS: PALS math (n.d.). Retrieved January 22, 2004, from Vanderbilt University, Vanderbilt Kennedy Center Web site: http://kc.vanderbilt.edu/kennedy/pals/about.html#math

About PALS: PALS reading (n.d.). Retrieved January 22, 2004, from Vanderbilt University, Vanderbilt Kennedy Center Web site: http://kc.vanderbilt.edu/kennedy/pals/about.html#reading

Salvin, R.E. (1990). Cooperative learning: Theory, research, and practice. Englewood Cliffs, NJ: Prentice Hall.

Schrader, B., & Valus, V. (1990). Disabled learners as able teachers: A cross-age tutoring project. Academic Therapy, 25, 589-597.

Steinberg, L., Dornbusch, S.M., & Brown, B.B. (1992). Ethnic differences in adolescent achievement: An ecological perspective. American Psychologist, 47, 723-729.

Stephenson, P. & Warwick, P. (2002). Peer tutoring in the primary science classroom. Investigating: Australian Primary & Junior Science Journal, 17, 11-14. Retrieved May 20, 2003 from: http://search.epnet.com/direct.asp?an=5053847&db=tfh

Topping, K. (1988). The peer tutoring handbook: Promoting cooperative learning. London: Croom Helm.

Utley, C.A. & Mortweet, S.L. (1997). Peer-mediated instruction and interventions. Focus on Exceptional Children, 29(5), 1-23. Retrieved February 24, 2004, from EBSCO Database.

Wentzel, K.R. (1999). Social-motivational processes and interpersonal relationships: Implications for understanding motivation at school. Journal of Educational Psychology, 91, 76-97.

# data[].attributes.attachment_link.title
Using Peer Tutoring to Facilitate Access

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Peer tutoring links high achieving students with lower achieving students or those with comparable achievement for structured learning. It promotes academic gains as well as social enhancement. This brief discusses three research-supported peer tutoring strategies: Cross-Age Tutoring; Peer-Assisted Learning Strategies (PALS); and Reciprocal Peer Tutoring (RPT).

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Center for Effective Collaboration and Practice. (n.d.). Classwide peer tutoring: Information for families, 1-3. Retrieved January 23, 2004 from http://cecp.air.org/familybriefs/docs/PeerTutoring.pdf

Cohen, J. (1986). Theoretical considerations of peer tutoring. Psychology in the Schools, 23(2), 175-186.

Cohen, P.A., Kulik, J.A., & Kulik, C.C. (1982). Educational outcomes of tutoring: A meta-analysis of findings. American Educational Research Journal, 19(2), 237-248.

Cook, S.B., Scruggs, T.E., Mastropieri, M.A., & Casto, G.C. (1985). Handicapped students as tutors. Journal of Special Education, 19, 483-492.

Education Programs That Work. (1995). Cooperative integrated reading and composition (CIRC) - Reading. Retrieved January 23, 2004 from http://www.ed.gov/pubs/EPTW/eptw4/eptw4c.html

Faculty Awards (2003). Retrieved January 30, 2004 from Vanderbilt University, Peabody College Web site: http://peabody.vanderbilt.edu/sped/faculty_awards.htm

Fantuzzo, J.W., Davis, G.Y., Ginsburg, M.D. (1995). Effects of parent involvement in isolation or in combination with peer tutoring on student self-concept and mathematics achievement. Journal of Educational Psychology, 87(2), 272-281.

Fantuzzo, J.W., King, J.A., & Heller, L.R. (1992). Effects of reciprocal peer tutoring on mathematics and school adjustment: A component analysis. Journal of Educational Psychology, 84(3), 331-339.

Fantuzzo, J.W., Riggio, R.E., Connelly, S., & Dimeff, L.A. (1989). Effects of reciprocal peer tutoring on academic achievement and psychological adjustment: A component analysis. Journal of Educational Psychology, 81(2), 173-177.

Fantuzzo, J.W., & Rohrebeck, C.A. (1992). Self-managed groups: Fitting self-management approaches into classroom systems. School Psychology Review. 21(2), 225-264. Retrieved February 24, 2004, from EBSCO Database.

Foot, H.C., Shute, R.H., Morgan, M.J., & Barron, A.M. (1990). Theoretical issues in peer tutoring. In H.C. Morgan, M.J. Shute, & R.H. Shute, (Eds.), Children helping children, (pp.65-92). New York: John Wiley & Sons.

Fuchs, D., & Fuchs, L.S. (2001). Creating a strong foundation for mathematics learning with kindergarten peer-assisted learning strategies. National Center on Accelerating Student Learning News: Promoting success in grades K-3, 3, 1-4. Retrieved January 22, 2004 from: http://www.vanderbilt.edu/casl/casl3.pdf

Fuchs, D., Fuchs, L.S., & Burish, P. (2000). Peer assisted learning strategies: An evidence based practice to promote reading achievement. Learning Disabilities Research & Practice, 15(2) 85-91.

Fuchs, D, Fuchs, L.S., & Kazdan, S. (1999). Effects of peer-assisted learning strategies on high school students with serious reading problems. Remedial & Special Education, 20, 309-319.

Fuchs, D., Fuchs, L.S., Thompson, A., Svenson, E., Yen, L., Al Otaiba, S., Yang, N., McMaster, K.N., Prentice, K., Kazdan, S., & Saenz, L. (2002). Peer-assisted learning strategies in reading: extensions for kindergarten, first grade, and high school. Remedial and Special Education (22), 15-21. Retrieved February 6, 2003 from: http://www.ldonline.org/ld_indepth/reading/peer_assisted.html

Fuchs, L.S., & Fuchs, D. (1995). Acquisition and transfer effects of classwide peer-assisted learning strategies in mathematics for students with varying learning histories. School Psychology Review, 24(4), 604-621. Retrieved January 30, 2004, from EBSCO Database.

Fuchs, L.S., & Fuchs, D. (2001). Principles for sustaining research-based practice in the schools: A case study. Focus on Exceptional Children, 33(6), 1-14. Retrieved January 22, 2004, from EBSCO Database: http://search.epnet.com/direct.asp?an=4765398&db=tfh

Fuchs, L. S., Fuchs, D., Hamlett, C. L., Phillips, N. B., Karns, K., & Dutka, S. (1997). Enhancing students' helping behavior during peer tutoring with conceptual mathematical explanations. Elementary School Journal, 97(3), 223-250.

Fuchs, L.S., Fuchs, D., & Karns, K. (2001). Enhancing kindergartners' mathematical development: Effects of peer-assisted learning strategies. The Elementary School Journal, 101(5), 495-510.

Gaustad, J. (1993). Peer and cross-age tutoring. ERIC Digest, 79, 1-7. Retrieved on February 24, 2004, from ERIC Database: http://eric.uoregon.edu/publications/digests/digest079.html

Gerber, M., & Kauffman, J.M. (1981). Peer tutoring in academic settings. In P.S Strain, (Ed.), The utilization of classroom peers as behavior change agents (pp.155-188). New York: Plenum Press.

Greenwood, C.R., Carta, J.J., & Hall, V. (1988). The use of peer tutoring strategies in classroom management and educational instruction. School Psychology Review, 17(2), 258-275.

Hall, T. & Stegila, A. (n.d). Peer mediated instruction and intervention. National Center on Accessing the General Curriculum. Retrieved April 3, 2003, from: http://www.cast.org/ncac/PeerMediatedInstructionandIntervention2953.cfm

Heller, L.R., & Fantuzzo, J.W. (1993). Reciprocal peer tutoring and parent partnership: Does parent involvement make a difference? School Psychology Review, 22, 517-534.

Johnson, D.W., Maruyama, G., Johnson, R., Nelson, D., & Skon, L. (1981). Effects of cooperative, competitive, and individualistic goal structures on achievement: A meta-analysis. Psychological Bulletin, 89, 47-62.

Kalkowski, P. (1995). Peer and cross-age tutoring. School Improvement Research Series, 18, 1-27. Retrieved February 24, 2004 from NW Regional Education Laboratory Web site: http://www.nwrel.org/scpd/sirs/9/c018.html

Light, P.L., & Littleton, K. (1999). Social processes in children's learning (pp. 91-100). Cambridge, England: Cambridge University Press.

Pigott, H.E., Fantuzzo, J.W., & Clement, P. (1986). The effects of reciprocal peer tutoring and group contingencies on the academic performance of elementary school children. Journal of Applied Behavior Analysis, 19, 93-98.

Rivera, D.P. (1996). Using cooperative learning to teach mathematics to students with learning disabilities. Spring LD Forum Council for Learning Disabilities. Retrieved January 22, 2004 from: http://www.ldonline.org/ld_indepth/math_skills/coopmath.html

Ryan, R.M., & Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.

Mastropieri, M., Scruggs, T., Mohler, L., Beranek, M., Spencer, V., Boon, R.T., Talbott, E. (2001). Can middle school students with serious reading difficulties help each other learn anything? Learning Disabilities Research and Practice, 16(1), 18-27.

Maheady, L. (2001). Peer-mediated instruction and interventions and students with mild disabilities. Remedial & Special Education, 22(1), 4-15.

About PALS (n.d.). Retrieved January 22, 2003 from Vanderbilt University, Vanderbilt Kennedy Center Web site: http://kc.vanderbilt.edu/kennedy/pals/about.html

About PALS: PALS math (n.d.). Retrieved January 22, 2004, from Vanderbilt University, Vanderbilt Kennedy Center Web site: http://kc.vanderbilt.edu/kennedy/pals/about.html#math

About PALS: PALS reading (n.d.). Retrieved January 22, 2004, from Vanderbilt University, Vanderbilt Kennedy Center Web site: http://kc.vanderbilt.edu/kennedy/pals/about.html#reading

Salvin, R.E. (1990). Cooperative learning: Theory, research, and practice. Englewood Cliffs, NJ: Prentice Hall.

Schrader, B., & Valus, V. (1990). Disabled learners as able teachers: A cross-age tutoring project. Academic Therapy, 25, 589-597.

Steinberg, L., Dornbusch, S.M., & Brown, B.B. (1992). Ethnic differences in adolescent achievement: An ecological perspective. American Psychologist, 47, 723-729.

Stephenson, P. & Warwick, P. (2002). Peer tutoring in the primary science classroom. Investigating: Australian Primary & Junior Science Journal, 17, 11-14. Retrieved May 20, 2003 from: http://search.epnet.com/direct.asp?an=5053847&db=tfh

Topping, K. (1988). The peer tutoring handbook: Promoting cooperative learning. London: Croom Helm.

Utley, C.A. & Mortweet, S.L. (1997). Peer-mediated instruction and interventions. Focus on Exceptional Children, 29(5), 1-23. Retrieved February 24, 2004, from EBSCO Database.

Wentzel, K.R. (1999). Social-motivational processes and interpersonal relationships: Implications for understanding motivation at school. Journal of Educational Psychology, 91, 76-97.

# data[].attributes.attachment_link.title
Using Peer Tutoring to Facilitate Access

# data[].attributes.attachment_link.description
Peer tutoring links high achieving students with lower achieving students or those with comparable achievement for structured learning. It promotes academic gains as well as social enhancement. This brief discusses three research-supported peer tutoring strategies: Cross-Age Tutoring; Peer-Assisted Learning Strategies (PALS); and Reciprocal Peer Tutoring (RPT).

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In this Intervention Brief, we explore the Lunch Bunch, an intervention that provides students with ongoing opportunities to make connections with peers while working towards concrete behavioral goals. You can find the Lunch Bunch in the intervention library of Student Success , Panorama's MTSS intervention management platform for school districts.
*****************************

Quick Summary

Intervention Name: Lunch Bunch

Tier(s): 2, 3

CASEL Competency Alignment: Social Awareness, Relationship Skills, Responsible Decision-Making

Grade Levels: K-12

Description: Provide students with a space to both make connections with peers as well as work towards specific social-emotional goals during a regular lunchtime meeting with peers and a caring adult.

Free Download: 15 Social-Emotional Learning Interventions

What is a Lunch Bunch?

A Lunch Bunch is a group-oriented behavioral intervention often used by classroom teachers and school counselors. A small group of students (ideally four to six) meet on a regular basis with a teacher, school counselor, or other student support staff member. The goal of this intervention is to help students connect with peers while working on specific SEL skills .

While a Lunch Bunch will look different for each school community, the core purpose is to promote specific social-emotional and behavioral goals for a small group of students. The versatility of the Lunch Bunch means that teachers and counselors can adapt it to the needs of diverse groups of learners.

For students, participating in a Lunch Bunch can help them feel seen, build positive coping skills, and form trusting relationships. Reluctant or shy students may be better able to "open up" to classmates and adults in this more relaxed setting.

For educators, a Lunch Bunch program can be a consistent time to connect personally with students and foster a warm, safe, and supportive learning environment. The use of lunchtime for this social skills group also means that students won't miss out on academic instruction.

Who Might Benefit From Inclusion in a Lunch Bunch?

A Lunch Bunch can be an effective intervention program for students across all grade levels (K-12) and is predominantly used for students in Tiers 2 or Tier 3.

At the Tier 2 level, teachers and school counselors might start a Lunch Bunch group with students who find it difficult to navigate social situations or who struggle with specific behaviors in the classroom (or at home). At the Tier 3 level, students can be invited to participate in a Lunch Bunch for small group counseling.

When identifying students to invite, consider the purpose of your Lunch Bunch. The main goal can-and should-vary from group to group. For example, you can implement a Lunch Bunch as:

A weekly "meet and greet" for new students who are meeting their classmates for the first time

A transition-focused group for students who have received behavior referrals during the transition from elementary school to middle school (or middle school to high school)

A semester-long book club focused on perspective-taking and related social skills

Topic and SEL Skill Ideas for Lunch Bunch Groups

A Lunch Bunch is a great way to proactively work on core CASEL competencies -such as relationship skills, responsible decision-making, and social awareness-with students in an intimate and relaxed environment.

Consider the following list of topics when planning a Lunch Bunch program for your students.

Social skills. Model social interaction skills and communication practices that can help students learn the behaviors that lead to positive relationships. Have students practice these skills with you and their peers.

Problem solving and conflict resolution. Teach, model, and refer to a process for conflict resolution (vs. problem avoidance) with classmates. For example, how should students respond when someone calls them a name?

Personal interest and cultural identity topics. Build comfort within the group by asking simple get-to-know-you questions with your Lunch Bunch. What are shared interests or communalities between students? What are their favorite books or games? What new shows did they discover on Netflix with their family during the pandemic? Who speaks Spanish at home? Who likes to eat ice cream? By learning about their peers and considering different perspectives, students can learn to better understand themselves and what others in their community might be coping with.

Collaboration and teamwork. Use fun icebreakers and team building activities to form a sense of community and camaraderie in your Lunch Bunch. The bonds formed in this group can extend into classrooms and beyond.

Self-esteem and growth mindset. Discuss the value of developing a growth mindset and maintaining a positive self-image, especially when setting goals and forming relationships.

If you use Panorama: You can select the "Lunch Bunch" strategy when creating an intervention plan for a student. Monitor the student's progress over time by logging notes. Everything will be saved to the student's profile and visible to other educators with access to Panorama.

Example of a student intervention plan in Panorama Student Success (mock data pictured)

What to Consider When Creating a Lunch Bunch Program

Use data to identify students who could benefit from inclusion in a Lunch Bunch. Use SEL assessment data and whole child dashboards to understand which students are in need of additional SEL and behavioral supports. As a best practice, limit each Lunch Bunch group to four to six members and invite new students every few months.

Plan topics strategically. In addition to selecting skills for individual students to build, designate a theme or topic that you want to discuss with students during each convening. Student SEL data can uncover which social skills-such as empathy or perspective-taking-are areas of opportunity for students.

Balance structured activities with time for socializing. Since lunch periods usually last for 20 to 30 minutes, be deliberate about what you want to accomplish with your Lunch Bunch. Consider planning a short activity (10 minutes) that encourages reflection and prompts conversation. That way, you can help students build a specific social skill while leaving plenty of time for socializing.

Track progress for individual students and the group as a whole. To know if your Lunch Bunch is effective, it's important to track progress and adjust based on students' needs. Record your notes after each Lunch Bunch to reflect on how students are progressing towards the Lunch Bunch goal. For example: in Panorama Student Success , educators can assign the Lunch Bunch intervention to a group of students and record progress notes for each individual student.

Be mindful of confidentiality. Some students may want to discuss current conflicts during Lunch Bunch. In these cases, offer to meet with them privately instead. If you jump into peer mediation right away, students may expect to work through friendship problems during Lunch Bunch instead of building their social skill sets.

Looking for additional SEL strategies? Download 15 social-emotional learning intervention ideas-and share with your school teams!
Additional Resources on the Lunch Bunch Strategy

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The Lunch Bunch: A Small-Group Intervention For Building Social Skills

# data[].attributes.attachment_link.description
Lunch Bunch is an intervention that provides students with opportunities to make connections with peers while working towards concrete behavioral goals.

# data[].attributes.attachment_link.readable_text
In this Intervention Brief, we explore the Lunch Bunch, an intervention that provides students with ongoing opportunities to make connections with peers while working towards concrete behavioral goals. You can find the Lunch Bunch in the intervention library of Student Success , Panorama's MTSS intervention management platform for school districts.
*****************************

Quick Summary

Intervention Name: Lunch Bunch

Tier(s): 2, 3

CASEL Competency Alignment: Social Awareness, Relationship Skills, Responsible Decision-Making

Grade Levels: K-12

Description: Provide students with a space to both make connections with peers as well as work towards specific social-emotional goals during a regular lunchtime meeting with peers and a caring adult.

Free Download: 15 Social-Emotional Learning Interventions

What is a Lunch Bunch?

A Lunch Bunch is a group-oriented behavioral intervention often used by classroom teachers and school counselors. A small group of students (ideally four to six) meet on a regular basis with a teacher, school counselor, or other student support staff member. The goal of this intervention is to help students connect with peers while working on specific SEL skills .

While a Lunch Bunch will look different for each school community, the core purpose is to promote specific social-emotional and behavioral goals for a small group of students. The versatility of the Lunch Bunch means that teachers and counselors can adapt it to the needs of diverse groups of learners.

For students, participating in a Lunch Bunch can help them feel seen, build positive coping skills, and form trusting relationships. Reluctant or shy students may be better able to "open up" to classmates and adults in this more relaxed setting.

For educators, a Lunch Bunch program can be a consistent time to connect personally with students and foster a warm, safe, and supportive learning environment. The use of lunchtime for this social skills group also means that students won't miss out on academic instruction.

Who Might Benefit From Inclusion in a Lunch Bunch?

A Lunch Bunch can be an effective intervention program for students across all grade levels (K-12) and is predominantly used for students in Tiers 2 or Tier 3.

At the Tier 2 level, teachers and school counselors might start a Lunch Bunch group with students who find it difficult to navigate social situations or who struggle with specific behaviors in the classroom (or at home). At the Tier 3 level, students can be invited to participate in a Lunch Bunch for small group counseling.

When identifying students to invite, consider the purpose of your Lunch Bunch. The main goal can-and should-vary from group to group. For example, you can implement a Lunch Bunch as:

A weekly "meet and greet" for new students who are meeting their classmates for the first time

A transition-focused group for students who have received behavior referrals during the transition from elementary school to middle school (or middle school to high school)

A semester-long book club focused on perspective-taking and related social skills

Topic and SEL Skill Ideas for Lunch Bunch Groups

A Lunch Bunch is a great way to proactively work on core CASEL competencies -such as relationship skills, responsible decision-making, and social awareness-with students in an intimate and relaxed environment.

Consider the following list of topics when planning a Lunch Bunch program for your students.

Social skills. Model social interaction skills and communication practices that can help students learn the behaviors that lead to positive relationships. Have students practice these skills with you and their peers.

Problem solving and conflict resolution. Teach, model, and refer to a process for conflict resolution (vs. problem avoidance) with classmates. For example, how should students respond when someone calls them a name?

Personal interest and cultural identity topics. Build comfort within the group by asking simple get-to-know-you questions with your Lunch Bunch. What are shared interests or communalities between students? What are their favorite books or games? What new shows did they discover on Netflix with their family during the pandemic? Who speaks Spanish at home? Who likes to eat ice cream? By learning about their peers and considering different perspectives, students can learn to better understand themselves and what others in their community might be coping with.

Collaboration and teamwork. Use fun icebreakers and team building activities to form a sense of community and camaraderie in your Lunch Bunch. The bonds formed in this group can extend into classrooms and beyond.

Self-esteem and growth mindset. Discuss the value of developing a growth mindset and maintaining a positive self-image, especially when setting goals and forming relationships.

If you use Panorama: You can select the "Lunch Bunch" strategy when creating an intervention plan for a student. Monitor the student's progress over time by logging notes. Everything will be saved to the student's profile and visible to other educators with access to Panorama.

Example of a student intervention plan in Panorama Student Success (mock data pictured)

What to Consider When Creating a Lunch Bunch Program

Use data to identify students who could benefit from inclusion in a Lunch Bunch. Use SEL assessment data and whole child dashboards to understand which students are in need of additional SEL and behavioral supports. As a best practice, limit each Lunch Bunch group to four to six members and invite new students every few months.

Plan topics strategically. In addition to selecting skills for individual students to build, designate a theme or topic that you want to discuss with students during each convening. Student SEL data can uncover which social skills-such as empathy or perspective-taking-are areas of opportunity for students.

Balance structured activities with time for socializing. Since lunch periods usually last for 20 to 30 minutes, be deliberate about what you want to accomplish with your Lunch Bunch. Consider planning a short activity (10 minutes) that encourages reflection and prompts conversation. That way, you can help students build a specific social skill while leaving plenty of time for socializing.

Track progress for individual students and the group as a whole. To know if your Lunch Bunch is effective, it's important to track progress and adjust based on students' needs. Record your notes after each Lunch Bunch to reflect on how students are progressing towards the Lunch Bunch goal. For example: in Panorama Student Success , educators can assign the Lunch Bunch intervention to a group of students and record progress notes for each individual student.

Be mindful of confidentiality. Some students may want to discuss current conflicts during Lunch Bunch. In these cases, offer to meet with them privately instead. If you jump into peer mediation right away, students may expect to work through friendship problems during Lunch Bunch instead of building their social skill sets.

Looking for additional SEL strategies? Download 15 social-emotional learning intervention ideas-and share with your school teams!
Additional Resources on the Lunch Bunch Strategy

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The Lunch Bunch: A Small-Group Intervention For Building Social Skills

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Lunch Bunch is an intervention that provides students with opportunities to make connections with peers while working towards concrete behavioral goals.

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Graphic Organizers are useful educational tools in any subject area. They help students organize their thoughts and ideas for answering questions, function as a pre-writing tool for essays, and provide a visual display of information. They can be an easy way to differentiate instruction for a variety of learning styles as well.

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Graphic Organizers are useful educational tools in any subject area. They help students organize their thoughts and ideas for answering questions, function as a pre-writing tool for essays, and provide a visual display of information. They can be an easy way to differentiate instruction for a variety of learning styles as well.

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Graphic Organizers are useful educational tools in any subject area. They help students organize their thoughts and ideas for answering questions, function as a pre-writing tool for essays, and provide a visual display of information. They can be an easy way to differentiate instruction for a variety of learning styles as well.

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In this Intervention Brief, we explore the Check-In/Check-Out Intervention, often called CICO for short. This popular Tier 2 intervention promotes positive behavior. It is often implemented within a PBIS (positive behavior interventions and supports) and/or MTSS (multi-tiered system of supports) framework.

***********************
Quick Summary
Intervention Name: Check-In/Check-Out (CICO)

Tier(s): 2

Grade Levels: K-12

Description: CICO is a strategy that provides students with routine feedback on behavior and increased positive adult attention daily.
Implement Check-In/Check-Out with our free guide and customizable daily progress report templates
CICO Intervention Overview

Check-In/Check-Out (CICO), also known as the Behavior Education Program (BEP), is a Tier 2 evidence-based intervention that addresses common classroom behavior challenges. CICO is an opportunity for a student and an adult champion to work together to improve student behavior.

The strategy works by providing predictable opportunities for educators to teach behavior expectations and provide positive reinforcement (e.g., behavior-specific praise) and feedback. Students may be given tangible reinforcement (rewards or prizes) when they achieve daily goals.

A student receiving CICO meets with adults throughout the school day to reinforce and track behavioral goals. The student "checks in" with the champion first thing in the morning. Throughout the day, teachers provide positive and corrective feedback. Students then "check out" with the champion at dismissal to review their overall behavior that day.

What the Research Says About Check-In/Check-Out

By providing students ample opportunities to receive positive attention from adults, CICO implementation has been shown to produce positive outcomes for students:

Increased adherence to school-wide positive behavior expectations

Reduced rates of office discipline referrals (behavior incidents)

Reduced rates of mild disruptive behaviors

Research also suggests that CICO may result in increased academic engagement and prosocial behaviors.

Studies have found thatCICO works best for students with low-level disruptive behaviors , such as calling out or defiance. Students who seek attention benefit most from CICO, since the intervention includes regular, positive attention from adults.

How to Implement Check-In/Check-Out

Implementing CICO places minimal burden on educators-classroom teachers can typically implement the practice infive to ten minutes per day. Follow these steps to get started with CICO.

1. Identify students who can benefit from CICO

Lean into data-based decision-making when planning a CICO intervention. Look for students with frequent behavior incident reports for disruptive behaviors . Determine if the motivation behind the behavior was to obtain attention from adults. Students who fit this profile may be good candidates for CICO intervention.

Consult your student support teams, grade-level teams, or PBIS teams for additional flags.

Panorama helps teams efficiently identify students with multiple behavior incidents.

2. Create an intervention plan

If CICO seems like a good match for a student's behavioral needs, the student support team creates an intervention plan. Your plan might include information like:

Student name

Intervention description

Goal

Champion

Start date

Duration

Monitoring method and frequency

A key part of the plan is assigning a champion who is responsible for daily CICO implementation. A champion is the adult who conducts the morning check-in and afternoon check-out. The champion could be a classroom teacher, counselor, coach, or other staff member. The important thing is that the champion is someone who the student trusts and feels comfortable meeting with on a regular basis.

3. Implement the plan

Create a daily progress report for teachers and champions to track how the student performs against their behavior goals. (Get started with our customizable daily progress report templates.)

On a daily basis, successful implementation of the CICO intervention includes:

Morning Check-In: The student checks in with their champion each morning after arriving at school. The goal of this morning meeting is to review behavioral goals, collaboratively set goals for the day, and provide encouragement.

Monitoring, Evaluation, and Feedback: Throughout the day, teachers observe the student's behaviors during routine timeframes and fill out the daily progress report. Teachers share feedback with the student at the end of instructional blocks, class periods, or during natural transitions. Feedback should be positive, specific, and corrective when appropriate.

Check-Out: At the end of the day, the student meets with the champion again to discuss if the student reached the daily goals and target behaviors. If the student met their goals, the champion provides verbal praise and tangible reinforcement-often in the form of points or prizes. If the student did not meet their goals, the champion offers supportive feedback and encouragement.

4. Progress monitor

Student support teams progress monitor the intervention to understand how well it is working. They should ask themselves these key questions:

Is the intervention being implemented on most days the student is in school?

Is the intervention helping the student to progress toward, achieve, and surpass goals?

Teams can use the data to make adjustments to the intervention plan as needed or determine if a student is ready to "exit" the CICO intervention.

Educators can visualize a student's behavior progress through Panorama's new CICO daily progress report.

CICO in Your District

You may already be using CICO to support students in your district. Many districts implement the CICO behavior intervention within MTSS and/or PBIS approaches. It can also be a good fit for any district looking to address routine classroom management needs using proactive tools. Either way, having the right tools to help you implement CICO will mean more benefit to students.

Panorama tools can help identify students who can benefit from CICO, track CICO implementation, and monitor students' progress in the intervention. With Panorama's interventions interface, educators can spend less time on reporting and focus their attention on students.
Download our Check-In/Check-Out Toolkit

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Check-In/Check-Out (CICO): Intervention Tips and Guidance

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Check-In/Check-Out (CICO) is an evidence-based Tier 2 behavior intervention. Learn which students it helps and best practices for implementation.

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In this Intervention Brief, we explore 2x10 Relationship Building, an intervention that empowers educators to build authentic relationships with students and increase their sense of belonging. You can find the 2x10 Relationship Building strategy in the intervention library of Student Success, Panorama's MTSS intervention management platform for school districts.
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Quick Summary
Intervention Name: 2x10 Relationship Building (or Two-by-Ten Relationship Building)

Tier(s): 2

Grade Levels: K-12

Description: Support students by spending two minutes per day (for 10 consecutive school days in a row) connecting with a student individually and offering extra social-emotional support.

[Free Download] 15 SEL Intervention Ideas for School and District Teams

2x10 Relationship Building Intervention Overview

2x10 Relationship Building-originally coined the "two-minute intervention" by researcher Raymond Wlodkowski and popularized in Allen Mendler's Connecting with Students-is a Tier 2 intervention that helps build teacher-student relationships, reinforce positive behaviors, and convey genuine support to an individual who might be typecast as a "challenging student."

At its core, the 2x10 strategy is about consistently building relationships with students. Educators (or school leaders) select a particular student and set a goal to engage in a 2-minute conversation with that student for 10 consecutive school days. These conversations might happen at the beginning or end of a class period.

Research shows that implementing the 2x10 intervention can lead to significant improvements in individual student behavior and the broader classroom climate.

Not only can the 2x10 strategy create a positive connection between an adult and an individual student, but adults can also use it to model core SEL competencies such as social awareness, self-awareness, and relationship skills through empathy and active listening.

Who Does the 2x10 Strategy Work For?
The 2x10 Relationship Building intervention works best for students who are having a hard time maintaining positive relationships in the classroom, exhibiting disruptive behaviors, or are in need of extra emotional support. It provides students with a safe outlet to communicate their feelings, emotions, and needs to a trusted adult. This targeted intervention can be used as a behavior support for individual students in elementary school, middle school, or high school.

Consider the following criteria when identifying students who will benefit from the 2x10 strategy:

Students who respond positively to adult attention and connection

Students who are struggling to connect with peers (or adults) in the school community

Student who struggle with emotion regulation, social awareness, and disruptive behavior

How to Implement the 2x10 Strategy

1. Choose one student whom you would like to strengthen your relationship with.

2. Select when you are going to approach the student (e.g., at the beginning of a class period).

3. Find the student and start a conversation with them. To build a productive relationship with a student, adults will likely have to initiate the connection.

4. The focus of these conversations should be:

Brevity.These conversations should last two minutes or under.

Student Voice.Invite them to share something non-academic with you about their day or life. Here are some great get-to-know-you question prompts.

Honesty.Model transparency and authenticity by sharing something personal/non-academic with the student.

If you use Panorama: You can select the "2x10 relationship building" strategy when creating an intervention plan for a student. Monitor the student's progress over time by logging notes. Everything will be saved to the student's profile and visible to other educators with access to Panorama.

Example of a student intervention plan in Panorama (mock data pictured)

"After implementing 2x10 relationship building in response to Panorama survey data, we had an increase of over 6 percent of students who felt a favorable sense of belonging and connection to adults. That's about 75 to 80 kids. Those students also improved their attendance, academics, overall sense of well-being, and SEL strengths."
-Luke Rasmussen, Executive Director of Secondary Education (Read the full story)

Tips for Effective 2x10 Strategy Implementation

Keep the content of the conversation focused on the student's personal interests, not their schoolwork or behavior. Use an interest inventory to ask questions, or use context clues (e.g., what the student is wearing or likes to talk about in class) to help drive the conversations. Find out what their favorite food is or what their hobbies are. The goal is to get to know the child outside of school in an authentic manner.

Consistency is key. Even if the conversations are shorter than ten minutes, they can be beneficial if they occur every school day. Holding a 30-second conversation for 10 days in a row with a student conveys more care than having just one 30-minute conversation.

Ask open-ended questions, and don't be afraid to probe if students start to open up.

Be a persistent, positive role model.

Keep the momentum going after the 10 days and continue to engage the student on a regular basis.

Additional Resources on the 2x10 Strategy and Other Behavior Interventions

Download this packet of 15 evidence-based SEL interventions [includes instructions and templates for use].

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2x10 Relationship Building: How to Do It (and Why It Works!)

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The 2x10 Relationship Building strategy is a Tier 2 behavioral intervention that empowers educators to ritualize a classroom management technique to create a personal connection with students

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In this Intervention Brief, we explore 2x10 Relationship Building, an intervention that empowers educators to build authentic relationships with students and increase their sense of belonging. You can find the 2x10 Relationship Building strategy in the intervention library of Student Success, Panorama's MTSS intervention management platform for school districts.
***********************
Quick Summary
Intervention Name: 2x10 Relationship Building (or Two-by-Ten Relationship Building)

Tier(s): 2

Grade Levels: K-12

Description: Support students by spending two minutes per day (for 10 consecutive school days in a row) connecting with a student individually and offering extra social-emotional support.

[Free Download] 15 SEL Intervention Ideas for School and District Teams

2x10 Relationship Building Intervention Overview

2x10 Relationship Building-originally coined the "two-minute intervention" by researcher Raymond Wlodkowski and popularized in Allen Mendler's Connecting with Students-is a Tier 2 intervention that helps build teacher-student relationships, reinforce positive behaviors, and convey genuine support to an individual who might be typecast as a "challenging student."

At its core, the 2x10 strategy is about consistently building relationships with students. Educators (or school leaders) select a particular student and set a goal to engage in a 2-minute conversation with that student for 10 consecutive school days. These conversations might happen at the beginning or end of a class period.

Research shows that implementing the 2x10 intervention can lead to significant improvements in individual student behavior and the broader classroom climate.

Not only can the 2x10 strategy create a positive connection between an adult and an individual student, but adults can also use it to model core SEL competencies such as social awareness, self-awareness, and relationship skills through empathy and active listening.

Who Does the 2x10 Strategy Work For?
The 2x10 Relationship Building intervention works best for students who are having a hard time maintaining positive relationships in the classroom, exhibiting disruptive behaviors, or are in need of extra emotional support. It provides students with a safe outlet to communicate their feelings, emotions, and needs to a trusted adult. This targeted intervention can be used as a behavior support for individual students in elementary school, middle school, or high school.

Consider the following criteria when identifying students who will benefit from the 2x10 strategy:

Students who respond positively to adult attention and connection

Students who are struggling to connect with peers (or adults) in the school community

Student who struggle with emotion regulation, social awareness, and disruptive behavior

How to Implement the 2x10 Strategy

1. Choose one student whom you would like to strengthen your relationship with.

2. Select when you are going to approach the student (e.g., at the beginning of a class period).

3. Find the student and start a conversation with them. To build a productive relationship with a student, adults will likely have to initiate the connection.

4. The focus of these conversations should be:

Brevity.These conversations should last two minutes or under.

Student Voice.Invite them to share something non-academic with you about their day or life. Here are some great get-to-know-you question prompts.

Honesty.Model transparency and authenticity by sharing something personal/non-academic with the student.

If you use Panorama: You can select the "2x10 relationship building" strategy when creating an intervention plan for a student. Monitor the student's progress over time by logging notes. Everything will be saved to the student's profile and visible to other educators with access to Panorama.

Example of a student intervention plan in Panorama (mock data pictured)

"After implementing 2x10 relationship building in response to Panorama survey data, we had an increase of over 6 percent of students who felt a favorable sense of belonging and connection to adults. That's about 75 to 80 kids. Those students also improved their attendance, academics, overall sense of well-being, and SEL strengths."
-Luke Rasmussen, Executive Director of Secondary Education (Read the full story)

Tips for Effective 2x10 Strategy Implementation

Keep the content of the conversation focused on the student's personal interests, not their schoolwork or behavior. Use an interest inventory to ask questions, or use context clues (e.g., what the student is wearing or likes to talk about in class) to help drive the conversations. Find out what their favorite food is or what their hobbies are. The goal is to get to know the child outside of school in an authentic manner.

Consistency is key. Even if the conversations are shorter than ten minutes, they can be beneficial if they occur every school day. Holding a 30-second conversation for 10 days in a row with a student conveys more care than having just one 30-minute conversation.

Ask open-ended questions, and don't be afraid to probe if students start to open up.

Be a persistent, positive role model.

Keep the momentum going after the 10 days and continue to engage the student on a regular basis.

Additional Resources on the 2x10 Strategy and Other Behavior Interventions

Download this packet of 15 evidence-based SEL interventions [includes instructions and templates for use].

# data[].attributes.attachment_link.title
2x10 Relationship Building: How to Do It (and Why It Works!)

# data[].attributes.attachment_link.description
The 2x10 Relationship Building strategy is a Tier 2 behavioral intervention that empowers educators to ritualize a classroom management technique to create a personal connection with students