WEBVTT 00:00:07.599 --> 00:00:11.859 Hello everyone, welcome back to Demystifying 00:00:11.859 --> 00:00:15.380 Positive Behavioral Interventions and Supports. 00:00:15.519 --> 00:00:18.379 Before we begin, let's start with a quick refresher 00:00:18.379 --> 00:00:22.420 on what we covered in the last episode, PBIS 00:00:22.420 --> 00:00:26.280 Part 1. So if you'll remember, we think of PBIS 00:00:26.280 --> 00:00:30.899 as a triangle. Tier 1 is the base of that triangle, 00:00:31.019 --> 00:00:34.600 and it is the foundation for all interventions 00:00:34.600 --> 00:00:39.409 and supports. Everyone receives Tier 1 interventions 00:00:39.409 --> 00:00:43.229 and supports while at school, regardless of disability 00:00:43.229 --> 00:00:47.969 or diagnosis. Tier 1 supports our school -wide 00:00:47.969 --> 00:00:50.890 support. All students get it. It's the consistent 00:00:50.890 --> 00:00:54.869 rules, expectations, routines, positive reinforcement 00:00:54.869 --> 00:00:58.810 systems that are used across the entire school 00:00:58.810 --> 00:01:03.320 building. So in this, schools teach expected 00:01:03.320 --> 00:01:07.000 behaviors the same way that they teach reading 00:01:07.000 --> 00:01:10.459 or math. Acknowledge students when they show 00:01:10.459 --> 00:01:13.260 these behaviors. So for example, saying something 00:01:13.260 --> 00:01:16.879 like, thank you for walking in the hallway. Thank 00:01:16.879 --> 00:01:19.420 you for walking safely in the hallway. You see 00:01:19.420 --> 00:01:22.700 you using those walking feet. Schools use consistent 00:01:22.700 --> 00:01:26.560 consequences and positive reinforcements. And 00:01:26.560 --> 00:01:29.280 they also collect data to see how students are 00:01:29.280 --> 00:01:33.409 doing. You can also think of Tier 1 as teaching 00:01:33.409 --> 00:01:36.290 everyone the rules of the game before expecting 00:01:36.290 --> 00:01:39.989 them to play it. So before, we always want to 00:01:39.989 --> 00:01:42.909 teach the behavior that we want to see. So if 00:01:42.909 --> 00:01:47.989 that's Tier 1, then what happens when some students 00:01:47.989 --> 00:01:51.689 need more support? That's where Tier 2 is going 00:01:51.689 --> 00:01:55.750 to start to come in. Tier 2, so the middle portion 00:01:55.750 --> 00:02:00.129 of that triangle. where some students are receiving 00:02:00.129 --> 00:02:04.129 targeted interventions and supports. That's designed 00:02:04.129 --> 00:02:07.409 for students who aren't responding to Tier 1 00:02:07.409 --> 00:02:11.210 alone. These students, in some cases, might not 00:02:11.210 --> 00:02:15.669 have major behavior issues, but maybe they're 00:02:15.669 --> 00:02:20.110 frequently off task, having a hard time with 00:02:20.110 --> 00:02:25.090 social skills, struggling with anxiety. missing 00:02:25.090 --> 00:02:29.169 a lot of class time, or getting frequent office 00:02:29.169 --> 00:02:31.909 referrals with or without a behavioral intervention 00:02:31.909 --> 00:02:36.110 plan. Tier 2 is for those kids who are at risk 00:02:36.110 --> 00:02:39.270 of needing more help, but with the right support, 00:02:39.430 --> 00:02:42.590 they can potentially get back on track. So some 00:02:42.590 --> 00:02:46.289 key features of Tier 2 interventions are that 00:02:46.289 --> 00:02:49.710 they are going to be targeted, focused on specific 00:02:49.710 --> 00:02:53.110 behaviors or specific social -emotional needs. 00:02:53.960 --> 00:02:56.599 They're going to be efficient. They're often 00:02:56.599 --> 00:02:59.860 delivered in small groups. So think three to 00:02:59.860 --> 00:03:03.400 10 students. But again, it's individualized. 00:03:03.400 --> 00:03:06.199 So it's whatever the student needs. It's going 00:03:06.199 --> 00:03:10.180 to be data driven. More supports or adaptions 00:03:10.180 --> 00:03:13.080 to the supports are identified through data. 00:03:13.479 --> 00:03:16.560 And that's collected everywhere. Attendance, 00:03:16.560 --> 00:03:19.719 teachers, office disciplinary referrals, parental 00:03:19.719 --> 00:03:23.370 input. You can also think of it as structured 00:03:23.370 --> 00:03:26.830 and systematic. It's going to be using established 00:03:26.830 --> 00:03:31.569 evidence -based data -driven protocols. And there's 00:03:31.569 --> 00:03:33.710 going to be that progress monitoring, frequent 00:03:33.710 --> 00:03:36.990 check -ins, review of data to assess effectiveness. 00:03:37.810 --> 00:03:42.469 So now that you know that, what does Tier 2 actually 00:03:42.469 --> 00:03:47.689 look like? Here are a few common strategies, 00:03:47.810 --> 00:03:51.460 and we'll start by... talking about what they 00:03:51.460 --> 00:03:55.599 look like at school, followed up by what you 00:03:55.599 --> 00:04:00.719 can replicate as parents at home. If this intervention 00:04:00.719 --> 00:04:03.639 is something that your child is already using 00:04:03.639 --> 00:04:06.259 at school or something that you see yourself 00:04:06.259 --> 00:04:08.719 speaking with the school team about, here are 00:04:08.719 --> 00:04:11.479 also some tips and tricks that you can use at 00:04:11.479 --> 00:04:15.340 home to help teach the skill, replicate the skill, 00:04:15.439 --> 00:04:21.399 generalize the skill. So the first one, is lovingly 00:04:21.399 --> 00:04:24.939 referred to as CICO, check in, check out. And 00:04:24.939 --> 00:04:27.560 maybe this is just my personal opinion, is one 00:04:27.560 --> 00:04:31.560 of the most common tier two supports. This could 00:04:31.560 --> 00:04:34.079 look like your child checking in with a trusted 00:04:34.079 --> 00:04:37.800 adult each morning, maybe setting a few behavioral 00:04:37.800 --> 00:04:40.720 goals for the day, and then checking out again 00:04:40.720 --> 00:04:43.699 at the end of the day to review how they did. 00:04:44.139 --> 00:04:46.720 And maybe best practice is asking the child how 00:04:46.720 --> 00:04:49.639 they think they did before providing that feedback 00:04:49.639 --> 00:04:54.699 to them. This helps build positive adult relationships, 00:04:55.019 --> 00:04:58.879 increase feedback, motivation, getting that child 00:04:58.879 --> 00:05:01.379 to then express themselves, what was hard for 00:05:01.379 --> 00:05:04.120 them, what they think they did well, giving them 00:05:04.120 --> 00:05:08.060 the tools for emotional language. And it also 00:05:08.060 --> 00:05:11.790 allows to set clear goals and routines. Parents 00:05:11.790 --> 00:05:14.670 often get this daily report so that they're in 00:05:14.670 --> 00:05:17.209 the loop too. And in some cases, it can look 00:05:17.209 --> 00:05:22.009 like a form that is sent home or a journal. Or 00:05:22.009 --> 00:05:26.310 if you use PowerSchool or ParentSquare or ClassDojo, 00:05:26.410 --> 00:05:30.930 a note that comes home that kind of details what 00:05:30.930 --> 00:05:34.269 happened. They receive feedback and a point card 00:05:34.269 --> 00:05:36.829 throughout the day from teachers in some cases. 00:05:37.009 --> 00:05:41.199 Goals are absolutely defined. and tied to school 00:05:41.199 --> 00:05:44.560 expectations. And this could be best for students 00:05:44.560 --> 00:05:49.480 who externalize behaviors, so disruption or attention. 00:05:49.819 --> 00:05:52.019 So if you'll remember those four functions of 00:05:52.019 --> 00:05:55.620 behavior, when we look at consequences or support 00:05:55.620 --> 00:05:58.199 before a behavior occurs, we're going to try 00:05:58.199 --> 00:06:01.379 to figure out this common behavior that's occurring, 00:06:01.660 --> 00:06:06.800 what function is it trying to communicate? So 00:06:06.800 --> 00:06:12.350 if a student is disrupting, they could be looking 00:06:12.350 --> 00:06:16.329 for attention. Or if a student is inattentive, 00:06:16.329 --> 00:06:19.370 they could be looking for escape. So how do we 00:06:19.370 --> 00:06:22.810 support them? So check in, check out. How could 00:06:22.810 --> 00:06:26.470 you use this at home? You could potentially create 00:06:26.470 --> 00:06:29.649 a simple morning and evening routine with expectations, 00:06:29.949 --> 00:06:33.100 checklists, and rewards. This could be something 00:06:33.100 --> 00:06:36.839 as high -tech and fancy as a skylight calendar 00:06:36.839 --> 00:06:40.720 or something as low -tech as just a simple form 00:06:40.720 --> 00:06:43.740 where the child has the list of things that they 00:06:43.740 --> 00:06:46.199 need to get done in the morning. And when they 00:06:46.199 --> 00:06:49.160 brush their teeth, they check it off with a pen 00:06:49.160 --> 00:06:52.240 or they draw the shape that corresponds with 00:06:52.240 --> 00:06:56.639 the activity. So how else could you do it? Review 00:06:56.639 --> 00:06:59.699 goals. Throughout the day, maybe you check in, 00:06:59.759 --> 00:07:02.560 track behavior. And in the evening, you reflect. 00:07:02.779 --> 00:07:06.060 What went well? What's one thing that you are 00:07:06.060 --> 00:07:11.500 so proud of today? And it could even be a token 00:07:11.500 --> 00:07:13.759 board type system where you say, you earned three 00:07:13.759 --> 00:07:17.519 out of four stars today. Do you want to pick 00:07:17.519 --> 00:07:21.139 a show or have extra tablet time? Do you want 00:07:21.139 --> 00:07:23.740 to stay up five minutes late? Whatever that goal 00:07:23.740 --> 00:07:27.319 looks like for your family. Number two, social 00:07:27.319 --> 00:07:31.540 skills groups. If a child struggles with peer 00:07:31.540 --> 00:07:35.939 interactions like sharing, taking turns, or conflict 00:07:35.939 --> 00:07:40.060 resolution, they might be invited to join a small 00:07:40.060 --> 00:07:43.500 group, and that could be led by the school counselor, 00:07:43.740 --> 00:07:47.160 behavioral interventionist. These groups might 00:07:47.160 --> 00:07:50.360 meet once a week to role play, talk, practice 00:07:50.360 --> 00:07:53.100 real -life scenarios. I can say that personally, 00:07:53.319 --> 00:07:56.519 two of my kids have seen great success using 00:07:56.519 --> 00:07:59.240 social skills groups. And the purpose of this 00:07:59.240 --> 00:08:01.860 is teaching skills like conflict resolution, 00:08:02.259 --> 00:08:04.899 emotional regulation, and even friendship making. 00:08:05.000 --> 00:08:07.060 Because again, like we talked about in tier one, 00:08:07.259 --> 00:08:12.100 we never just assume that kids came pre -programmed 00:08:12.100 --> 00:08:14.939 with these skills. Maybe they need to start from 00:08:14.939 --> 00:08:17.560 the very basic and be taught. So what could the 00:08:17.560 --> 00:08:21.279 structure look like? Maybe it's weekly, bi -weekly, 00:08:21.279 --> 00:08:24.279 and in some instances, I've seen them done monthly. 00:08:24.800 --> 00:08:27.360 And sometimes they use curriculum like skill 00:08:27.360 --> 00:08:30.920 streaming, second step, or super flex. And this 00:08:30.920 --> 00:08:33.379 is best for students with difficulties in social 00:08:33.379 --> 00:08:37.320 communication or peer relationships. How could 00:08:37.320 --> 00:08:40.120 you adapt this at home? Well, they do make social 00:08:40.120 --> 00:08:43.139 skills games. I can tell you that. But you could 00:08:43.139 --> 00:08:47.419 also practice turn -taking, empathy, managing 00:08:47.419 --> 00:08:49.980 frustration, and communication through play, 00:08:50.279 --> 00:08:55.399 organic scenarios. made -up scenarios, and conversation. 00:08:55.820 --> 00:08:58.919 If you don't want to go crazy and buy social 00:08:58.919 --> 00:09:01.320 skills board games, you could start with something 00:09:01.320 --> 00:09:06.259 as simple as games that involve waiting or sharing. 00:09:06.399 --> 00:09:10.159 So that could look like musical chairs. That 00:09:10.159 --> 00:09:14.460 could look like Simon Says. That could look like 00:09:14.460 --> 00:09:18.299 red light, green light. And sometimes that really 00:09:18.299 --> 00:09:22.629 isn't about Can the child understand the rules? 00:09:22.889 --> 00:09:26.049 It can also be about how does the child manage 00:09:26.049 --> 00:09:28.990 their frustration when they are not winning or 00:09:28.990 --> 00:09:32.690 when they perceive that another friend or another 00:09:32.690 --> 00:09:35.529 child could potentially be cheating or not playing 00:09:35.529 --> 00:09:39.029 the rules correctly. So how are we managing frustration 00:09:39.029 --> 00:09:43.809 in these types of social situations? You could 00:09:43.809 --> 00:09:46.110 read books that talk and then talk about how 00:09:46.110 --> 00:09:49.230 characters feel or how characters responded in 00:09:49.230 --> 00:09:51.740 the book. They have those little spot books where 00:09:51.740 --> 00:09:53.059 it talks about, you know, your little spot of 00:09:53.059 --> 00:09:55.980 anxiety, your little spot of calm, your little 00:09:55.980 --> 00:09:59.820 spot of anger. There are lots of mindfulness 00:09:59.820 --> 00:10:03.539 books. Another one, and this maybe is just a 00:10:03.539 --> 00:10:06.820 personal favorite of mine, but I like to use 00:10:06.820 --> 00:10:10.019 puppets to role play or rehearse situations. 00:10:10.899 --> 00:10:13.659 Sometimes I do it after the fact. Sometimes if 00:10:13.659 --> 00:10:17.149 I'm... Just really on it, I'll do it in advance. 00:10:17.669 --> 00:10:21.549 So for example, I had a son who was not the most 00:10:21.549 --> 00:10:26.230 receptive in soccer. He loved to play, but when 00:10:26.230 --> 00:10:29.470 things did not go his way, or maybe he thought 00:10:29.470 --> 00:10:32.649 that a perceived slight, someone didn't pass 00:10:32.649 --> 00:10:36.009 the ball to him, it might cause certain reactions. 00:10:36.210 --> 00:10:41.090 So we would pretend play, or I would, soccer 00:10:41.090 --> 00:10:45.200 with the puppets. at a foosball table and i would 00:10:45.200 --> 00:10:47.980 say ah you know that was supposed to be my turn 00:10:47.980 --> 00:10:51.980 and it was actually really interesting to watch 00:10:51.980 --> 00:10:56.700 how much my son even at seven was paying attention 00:10:56.700 --> 00:11:01.019 to how i responded as the puppet and then how 00:11:01.019 --> 00:11:04.200 the other puppet responded to me and you could 00:11:04.200 --> 00:11:06.539 tell you could see the cogs and the wheels turning 00:11:06.539 --> 00:11:10.120 and it made me really recognize that sometimes 00:11:11.309 --> 00:11:14.509 When I say, oh my gosh, you know what to do in 00:11:14.509 --> 00:11:16.330 these situations. Maybe I should take a step 00:11:16.330 --> 00:11:19.629 back and remember. Maybe he does need more supports. 00:11:19.850 --> 00:11:23.250 Maybe it's not just why are you so angry and 00:11:23.250 --> 00:11:26.049 how can I help teach you this skill? And number 00:11:26.049 --> 00:11:28.730 three, behavior contracts or targeted support 00:11:28.730 --> 00:11:31.789 plans. So this could be something as simple as 00:11:31.789 --> 00:11:36.009 saying, if I do this, I earn that. Simple as 00:11:36.009 --> 00:11:37.909 saying or putting it in writing if it's in their 00:11:37.909 --> 00:11:40.889 plan. This can help a student focus on one or 00:11:40.889 --> 00:11:43.450 two behaviors like staying on task or raising 00:11:43.450 --> 00:11:46.730 their hand. And the purpose of this is to increase 00:11:46.730 --> 00:11:50.149 student motivation and clarity of the expectations 00:11:50.149 --> 00:11:54.309 that is put on the student. So the structure 00:11:54.309 --> 00:11:56.509 can look like an agreement between the student 00:11:56.509 --> 00:11:58.830 and the teacher or something written on paper 00:11:58.830 --> 00:12:02.330 that outlines goals, rewards, consequences. So 00:12:02.330 --> 00:12:05.289 behavioral intervention plan. This is effective 00:12:05.289 --> 00:12:10.100 when students. Understand and buy into rewards 00:12:10.100 --> 00:12:13.480 that we've set rewards that are appropriate for 00:12:13.480 --> 00:12:16.700 the child. And it's most effective when it's 00:12:16.700 --> 00:12:19.019 paired with reinforcement and frequent review. 00:12:19.899 --> 00:12:23.559 How could you use this at home? The same kind 00:12:23.559 --> 00:12:26.019 of thing, a simple agreement that outlines expectations, 00:12:26.480 --> 00:12:29.659 responsibilities, and rewards. If I could give. 00:12:30.139 --> 00:12:32.860 Any piece of advice that anyone listening to 00:12:32.860 --> 00:12:34.980 this would remember afterwards, it would be to 00:12:34.980 --> 00:12:37.940 include your child in creating this agreement. 00:12:38.480 --> 00:12:41.179 Just like you don't want to go to an IEP meeting 00:12:41.179 --> 00:12:44.159 with everything ironed out and then the school 00:12:44.159 --> 00:12:47.539 district tells you exactly, doesn't accept your 00:12:47.539 --> 00:12:51.059 input or... doesn't listen to you when you want 00:12:51.059 --> 00:12:53.179 to tweak something because you're your child's 00:12:53.179 --> 00:12:55.600 expert. The child doesn't want to just be told 00:12:55.600 --> 00:12:58.860 what to do. If there's any way to make any kind 00:12:58.860 --> 00:13:01.879 of choices, especially when we talk about students 00:13:01.879 --> 00:13:05.559 who potentially have a pervasive demand for autonomy 00:13:05.559 --> 00:13:09.419 or pathological demand avoidance, the more choices 00:13:09.419 --> 00:13:14.240 that we can give kids, the better. Keep it short. 00:13:14.340 --> 00:13:19.049 Keep it positive. If I get ready for bed without 00:13:19.049 --> 00:13:21.850 yelling, I'll get 15 minutes of reading with 00:13:21.850 --> 00:13:26.450 mom. And if you have younger kids or pre -reading 00:13:26.450 --> 00:13:30.210 kids, make a visual schedule. Number four, self 00:13:30.210 --> 00:13:34.570 -monitoring tools. Students learn to rate their 00:13:34.570 --> 00:13:37.730 own behavior throughout the day and then reflect 00:13:37.730 --> 00:13:41.570 on it. This is a great way to build self -awareness 00:13:41.570 --> 00:13:45.000 and independence. It can look like students tracking 00:13:45.000 --> 00:13:48.519 their behavior using a simple checklist, smiley 00:13:48.519 --> 00:13:52.360 faces, a Likert -type scale, rating from 1 to 00:13:52.360 --> 00:13:56.919 5. And this is often paired, again, with reinforcement 00:13:56.919 --> 00:14:00.620 and frequent adult check -ins. This works best 00:14:00.620 --> 00:14:03.940 with students who respond to structured routines 00:14:03.940 --> 00:14:08.220 or visual supports. How could you use this at 00:14:08.220 --> 00:14:10.970 home? Encourage your child to track their own 00:14:10.970 --> 00:14:13.470 behavior and feelings. Maybe that's a journal, 00:14:13.629 --> 00:14:17.929 a feelings chart, a behavior rating scale. This 00:14:17.929 --> 00:14:20.129 is building independence by letting them score 00:14:20.129 --> 00:14:22.570 themselves and then discuss what they notice. 00:14:22.830 --> 00:14:26.870 Maybe you score and they score and then you get 00:14:26.870 --> 00:14:31.110 together and try to figure out why if there are 00:14:31.110 --> 00:14:34.179 large discrepancies. Just a little tip, you could 00:14:34.179 --> 00:14:37.240 use a dry erase board, like a chore pad, or they 00:14:37.240 --> 00:14:40.039 even have tech -friendly options now too. Number 00:14:40.039 --> 00:14:42.600 five in terms of supports that could be used 00:14:42.600 --> 00:14:46.580 for Tier 2 students is mentoring. The purpose 00:14:46.580 --> 00:14:48.559 between that is building a relationship with 00:14:48.559 --> 00:14:50.919 a trusted adult to provide encouragement and 00:14:50.919 --> 00:14:53.120 guidance. This can look like regular one -to 00:14:53.120 --> 00:14:55.879 -one sessions with a staff member, conversations 00:14:55.879 --> 00:14:59.620 focused on goals, behavior, academics, personal 00:14:59.620 --> 00:15:03.220 concerns. This could be best for students with 00:15:03.220 --> 00:15:07.179 trauma, low motivation, or even inconsistent 00:15:07.179 --> 00:15:11.259 behavior. How could you use this at home? Building 00:15:11.259 --> 00:15:13.659 one -to -one time with your child, that's not 00:15:13.659 --> 00:15:16.299 just about correcting behavior. And that can 00:15:16.299 --> 00:15:21.279 sometimes be very, very difficult. So we always 00:15:21.279 --> 00:15:23.919 want to do connection before correction, which 00:15:23.919 --> 00:15:27.059 again, also can be difficult. So that can look 00:15:27.059 --> 00:15:31.080 like saying things like, Oh, I noticed that you 00:15:31.080 --> 00:15:34.799 put your dishes in the sink, even though you'd 00:15:34.799 --> 00:15:36.919 ask them to do five other things in addition 00:15:36.919 --> 00:15:38.820 to putting their dishes in the sink. But before 00:15:38.820 --> 00:15:41.559 you correct, you want to try to connect. Other 00:15:41.559 --> 00:15:43.940 things that you can do is pick a consistent time 00:15:43.940 --> 00:15:48.980 daily or weekly for hangout time. And that's 00:15:48.980 --> 00:15:50.639 when you're not going to say, oh, I'd like to 00:15:50.639 --> 00:15:52.279 talk to you about what happened at school today, 00:15:52.360 --> 00:15:55.100 which is definitely something that I do that 00:15:55.100 --> 00:15:57.159 I need to work on. As I will approach my child 00:15:57.159 --> 00:15:59.100 and say, hey, do you have a few minutes to talk 00:15:59.100 --> 00:16:01.440 about this message that I received from the school 00:16:01.440 --> 00:16:03.940 principal? And I need to make a better effort 00:16:03.940 --> 00:16:07.100 at saying, you know, hey, I'm just going to connect 00:16:07.100 --> 00:16:09.279 with you right now. I don't want to teach you 00:16:09.279 --> 00:16:12.419 anything. I don't want you to learn anything 00:16:12.419 --> 00:16:15.440 from me right now. I just want to be here with 00:16:15.440 --> 00:16:19.419 you in this moment. use this time to talk, play, 00:16:19.620 --> 00:16:23.820 let them open up without jumping in to fix it. 00:16:23.960 --> 00:16:27.559 Again, something that I could work on. So outside 00:16:27.559 --> 00:16:31.779 of tips, tricks, strategies, how do schools decide 00:16:31.779 --> 00:16:35.980 who needs tier two supports? That looks like 00:16:35.980 --> 00:16:39.960 schools using data from teachers, attendance, 00:16:40.440 --> 00:16:44.299 classroom behavior, office referrals. Then they 00:16:44.299 --> 00:16:46.480 match the student with the appropriate Tier 2 00:16:46.480 --> 00:16:50.539 strategy, like those that we used above. And 00:16:50.539 --> 00:16:53.200 again, that should include parental input. And 00:16:53.200 --> 00:16:55.980 it's okay for you as the parent to ask, hey, 00:16:56.200 --> 00:16:58.620 what supports are in place for my child's behavior? 00:16:59.440 --> 00:17:03.120 Especially if you notice changes or you're getting 00:17:03.120 --> 00:17:06.519 reports of concerns from teachers. How can you 00:17:06.519 --> 00:17:10.130 as the parent partner with the school? As parents, 00:17:10.190 --> 00:17:13.789 we play a huge role in tier two success. And 00:17:13.789 --> 00:17:17.170 here's how. Stay informed. Stay in communication 00:17:17.170 --> 00:17:20.269 regularly. Keep the conversation going about 00:17:20.269 --> 00:17:23.210 what's working at school, what's working at home. 00:17:23.410 --> 00:17:27.769 How can we marry the two? And celebrate the wins. 00:17:28.069 --> 00:17:31.569 When your child meets goals, celebrate them. 00:17:31.910 --> 00:17:35.269 It helps build confidence and keep that momentum 00:17:35.269 --> 00:17:40.200 going. And remember, tier two, is not a punishment. 00:17:40.319 --> 00:17:44.700 It's support. The school sees your child's potential 00:17:44.700 --> 00:17:47.480 and just like you, wants to help them succeed. 00:17:47.720 --> 00:17:50.200 Let's talk a little bit more about choosing the 00:17:50.200 --> 00:17:55.299 right tier two support. So schools will use a 00:17:55.299 --> 00:17:58.500 decision -making protocol that considers, like 00:17:58.500 --> 00:18:01.200 we spoke about before, the functions of behavior. 00:18:02.140 --> 00:18:06.309 Sensory, escape, attention, tangible. It's going 00:18:06.309 --> 00:18:09.210 to look at students' strengths and preferences. 00:18:10.329 --> 00:18:13.690 It's also going to look at what did we try before? 00:18:14.029 --> 00:18:16.930 And this is a key piece if a child is moving 00:18:16.930 --> 00:18:20.750 up to a different school. So, for example, if 00:18:20.750 --> 00:18:22.910 you're moving from elementary school to middle 00:18:22.910 --> 00:18:25.089 school or if you're moving from middle school 00:18:25.089 --> 00:18:27.509 to high school. These are those things, what 00:18:27.509 --> 00:18:29.890 did this other school try, that we don't want 00:18:29.890 --> 00:18:32.950 to get lost in translation, especially when students 00:18:32.950 --> 00:18:35.329 are going through that big transition. And as 00:18:35.329 --> 00:18:38.309 always, when making decisions about our students, 00:18:38.569 --> 00:18:41.869 parents and guardians should always be involved 00:18:41.869 --> 00:18:44.690 and brought into the conversation. All right, 00:18:44.789 --> 00:18:49.089 that's your crash course on tier two, positive 00:18:49.089 --> 00:18:52.049 behavioral interventions and supports, the middle 00:18:52.049 --> 00:18:55.190 of that triangle. Next episode, we're going to 00:18:55.190 --> 00:18:58.170 talk about Tier 3, Part 3 of our three -part 00:18:58.170 --> 00:19:02.069 series. When students need those most individualized, 00:19:02.069 --> 00:19:05.109 intensive supports. So the very tip of the triangle, 00:19:05.289 --> 00:19:08.630 which is just some students, a few students. 00:19:08.950 --> 00:19:12.849 And how that can work in connection with behavioral 00:19:12.849 --> 00:19:17.269 intervention plans, 504s, and IEPs. I hope that 00:19:17.269 --> 00:19:19.549 this helps you better understand your child's 00:19:19.549 --> 00:19:22.809 school supports and behavior. Until next time, 00:19:22.829 --> 00:19:31.109 remember, all behavior is communication. Thank 00:19:31.109 --> 00:19:35.990 you so much, everyone out there for listening 00:19:35.990 --> 00:19:39.170 in. If you are in Idaho or planning on moving 00:19:39.170 --> 00:19:42.730 to Idaho and have any questions on systems or 00:19:42.730 --> 00:19:45.349 services for children with disabilities, please 00:19:45.349 --> 00:19:48.289 consider reaching out to us on our website at 00:19:48.289 --> 00:20:00.759 iPollIdaho. That's IP. Be sure to tune in next 00:20:00.759 --> 00:20:03.660 time. Until then, this has been Unlimited Parenting. 00:20:03.720 --> 00:20:04.759 Thanks for listening!