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Each one of these interventions were chosen because of my prior knowledge, or recent learning of them and how they worked. I chose ones that were realistic to use everyday, and that could be implemented as a Tier 2 support.

- Check-in/Check-Out
- Goal Setting + Goal Sheets
- Responsible Thinking Process
-  Being part of a Multi-Tiered System of Supports Team
- Using Sensory Tools or fidgets
-Teaching coping strategies
- Peer mentoring
- Individual schedules
- Visual Schedules

http://www.pbisworld.com/tier-2/

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This was how I thought about my learning goal in terms of a visual map. I am not skilled in visualizing my thinking, as am a very linear thinker, so this was a learning activity for me.

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This is an intervention that has a great positive impact on students who are at-risk or who need some extra Tier 2 support within their school day. The that this intervention is run is that the teacher and students sit down daily and the student sets a goal. The goal may be 'come to class prepared' or 'raise hand before speaking', and regardless of what the student chooses, they will write this on their goal sheet. They will also think and discuss their plan for accomplishing their goal for the day, as well as their weekly goal. As they go from class to class, they will complete their goal and have each teacher award them 1 point, 1/2 a point, or 0 points for how they believed they did in terms of that goal. At the end of the day, they have to 'check-out' with the intervention coordinator about how they did that day. There will be a set reward if their goals are met for the week.
I have seen this intervention in action and believe that it is an extremely beneficial one to use with students who have difficult behaviors or management skills.

https://www.interventioncentral.org/behavior_management_check_in_check_out

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This is a website that provides Tier 1, 2, and 3 interventions for schools or teachers who may need them. It discusses how to form teams for early intervention, and for students who are in need for further intervention after several have not been successful. It proves to be a useful tool that I believe would be helpful to teachers and students.

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A successful Tier 2 implementation requires a systems approach to coordinate the purpose, components, and key actions that help ensure success for the school and for the students. In her article, Evelyn Johnson outlines such an approach based on her team's work assisting an elementary school to implement a comprehensive model of tiered service delivery focused on improving both academic and behavioral outcomes for students.This article describes 6 key instructional principals and some of their research underpinnings, with consideration given to how the principals can be implemented in real-world teaching contexts. A few children will struggle with learning, even though their teachers have provided help both individually and in small groups. When concerns still remain, then it may warrant a referral for an evaluation. This article explores important considerations as you prepare for a conversation about referral. This article examines five critical areas schools can address to improve Tier 2 supports if they find themselves struggling, offering tools and resources to assist teams in sharpening the accuracy of their Tier 2 decisions to have a positive impact on student outcomes.

In an introductory article on Tier 2 Intervention, Lynn Fuchs of Vanderbilt University describes six key principles for designing effective preventative tutoring in mathematics. These principles stress the importance of clear, conceptually-oriented instruction that eases the learning challenge, while also emphasizing the importance of drill, practice, and cumulative review.

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How to Develop an Effective Tier 2 System

Read "Intervening in Pre-K: When Concerns Remain" "

Read "What's Your Plan? Accurate Decision Making within a Multi-Tier System of Supports: Critical Areas in Tier 2" "

Read "Mathematics Intervention at the Secondary Prevention Level of a Multi-Tier Prevention System: Six Key Principles" "

Read "How to Develop an Effective Tier 2 System" "

Mathematics Intervention at the Secondary Prevention Level of a Multi-Tier Prevention System: Six Key Principles

Intervening in Pre-K: When Concerns Remain

What's Your Plan? Accurate Decision Making within a Multi-Tier System of Supports: Critical Areas in Tier 2
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Get Email Updates Sign up to receive the RTI Action Network e-newsletter. A successful Tier 2 implementation requires a systems approach to coordinate the purpose, components, and key actions that help ensure success for the school and for the students.

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This article discusses how a teacher stays connected with students that they have built connections with. It brings up many strong points about how to continue the relationship that teachers should build with at-risk students in order for them to be successful. The quote that sums up the message of this piece is this:
"Repairing a relationship with a student sends a powerful message about working through problems, persisting, and
bouncing back—all elements of resilience. When you get through hard times with kids, they can be incredibly grateful
that you didn't give up on them. This is true for all kids, but particularly for kids with trauma and attachment
difficulties (2013)".

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Article 2: Strategies for Building Connections

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Article 2: Strategies for Building Connections

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This article's purpose, as quoted by the author, is, "The purpose of this article is to give educators a model to aide in building trust with at-risk students."(Brown & Skinner, 2007). There are 5 steps in the model that they propose to help build connections with At-Risk students.
1. Listen: this might seem like an obvious strategy, but they prescribe a listening style that is deeper than nodding one's head and passively hearing a person speak. They call it 'empathetic listening' and this means that the person who is doing the listening tries to establish the 'unstated feelings't that the speaker is portraying (2007).
2. Validate: this is to clarify and understand what the student is saying. They state that, "Validating a student’s feelings does not mean to give freedom of inappropriate

behavior, but rather, validating is neutralizing and normalizing a feeling (2007).
3. Problem-Solving: the questions that follow the listening and validation of the student's concerns should lead to a discussion that is productive when addressing the issues that they bring up. Brown and Skinner make it clear, however, that the listener should not be the one to solve all of the problems, but to ask probing questions about how the student can solve the problems. They need to feel in control  of their situation and feel as if they have control over the issues in their life.
4. Positive Regard: this is simply a trust building measure that shows the student that the teacher is there for them and will not violate the trust that they have given them. “Positive regard also attempts to build a positive classroom

climate where student behavior and performance are recognized and acknowledged by the

teacher”(2007).
5. Hope: this is the final step and is perfectly explained by Brown and Skinner when the state that, "At-risk students need hope; to believe that something good may happen and there is the possibility for a better future. Hope needs to be established that educators do care, and

that education can be the avenue for future success. (2007). This is a vital part of the student's life and their path forward in education.

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Victor Rios helped me see a new perspective through his discussion about students who are 'troubled' or having a hard time. He states that he does not like the term 'at-risk' because that sends a message to the student. He prefers to say 'students with potential' to boost self confidence and self worth. Rios comes from a rough background himself so this personal vignette provides a very real example of what students with "grit" can do. Our job as teachers is to take that grit and harness it into power. "Grit alone is not enough", Rios states, but if we take that and teach students to use to to become resilient and persistent in life to be successful, we can set them up for a smooth path. This video hit home with some of the students that I am working with through my placement. It shifted my view of these students and put a fire in me to work harder to see their potential and help them harness that to become a successful young adult.

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Victor Rios: Help for kids the education system ignores

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Define students by what they contribute, not what they lack -- especially those with difficult upbringings, says educator Victor Rios. Interweaved with his personal tale of perseverance as an inner-city youth, Rios identifies three straightforward strategies to shift attitudes in education and calls for fellow educators to see "at-risk" students as "at-promise" individuals brimming with resilience, character and grit.

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In this video, Rita Pierson discusses why human connection is the most powerful tool that teachers can use. I believe that this relates to my Personal Learning Goal because at-risk students are usually the students that need to be connected with the most before academic progress can be made. If there is no connection or relationship between them, the teacher, and the tasks that they need to do, often times they will not be motivated to complete them. Making these students feel that they are worth something, that they are welcome and safe at school, and that they are wanted at school will make them motivated to work and have the confidence to believe that they can do it. It isn't always hard to connect with these students. Like Pierson says, "You won't like every kid, but they can't know that." We have to be positive and motivational to every student, even the challenging ones because they are often the students who really need it the most.

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Rita Pierson, a teacher for 40 years, once heard a colleague say, “They don’t pay me to like the kids.” Her response: “Kids don’t learn from people they don’t like.’” A rousing call to educators to believe in their students and actually connect with them on a real, human, personal level.