Tier 2: Targeted Intervention

Tier 3: Intensive Intervention and Evaluation

Resources:
https://www.schools.utah.gov/curr/umtss?mid=923&tid=1
https://www.pbisworld.com/

1.End-of-year benchmarking

2.National norms for weekly rate of improvement (slope)

3.Intra-individual framework (Tertiary)

At least monthly

Ways to make decisions
4 point method
If three weeks of instruction have occurred AND at least six data points have been collected, examine the four most recent data points.

•If all four are above goal line, increase goal.

•If all four are below goal line, make an instructional change.

•If the four data points are both above and below the goal line, keep collecting data until trend line rule or four- point rule can be applied.
Based on trend line
If the student’s trend line is steeper than the goal line, the student’s end-of-year performance goal needs to be increased. 

If the student’s trend line is flatter than the goal line, the teacher needs to revise the instructional program. 

If the student’s trend line and goal line are the same, no changes need to be made.

Functional Behavior Assessment (FBA): multi-component assessment to determine purpose of behavior

Standard Deviation of ± 3.

The first and foremost source of self-efficacy is through mastery experiences. However nothing is more powerful than having a direct experience of mastery to increase self-efficacy. Having a success, for example in mastering a task or controlling an environment, will build self- belief in that area whereas a failure will undermine that efficacy belief. To have a resilient sense of self-efficacy requires experience in overcoming obstacles through effort and perseverance.

The second source of self-efficacy comes from our observation of people around us, especially people we consider as role models. Seeing people similar to ourselves succeed by their sustained effort raises our beliefs that we too possess the capabilities to master the activities needed for success in that area.

Influential people in our lives such as parents, teachers, managers or coaches can strengthen our beliefs that we have what it takes to succeed. Being persuaded that we possess the capabilities to master certain activities means that we are more likely to put in the effort and sustain it when problems arise.

The state you’re in will influence how you judge your self-efficacy. Depression, for example, can dampen confidence in our capabilities. Stress reactions or tension are interpreted as signs of vulnerability to poor performance whereas positive emotions can boost our confidence in our skills.

Psychologist James Maddux has suggested a fifth route to self-efficacy through “imaginal experiences”, the art of 

visualizing yourself behaving effectively or successfully in a given situation.

Writing Self Evaluation Questions:
1. Determine Student’s strengths and weaknesses in a topic.

2. Ask students how they feel their teachers, family members, and parents feel about them.  
3. Ask the students how they view their abilities compared to peers in their class. 
4. Discover their emotional feelings in regard topic.