1.

Intervention: Drawing/writing in a journal at the beginning of class

What is the intervention?

● A teacher will give his or her students a prompt (could be an image, a headline/event, a
question, etc) and ask students to respond to the prompt in their journals--they can write
or draw their responses
● Students can choose to share their responses as part of a class discussion, but this is not
necessary
● Gives students an outlet to express their emotions

Direct Application to Tier 1:

● Helps to build community in the classroom--students are respectful of others’ opinions

and become comfortable sharing their own
● Can help to create a classroom routine
● Helps students work through emotionally difficult times and events associated with the
classroom--like test-taking, speaking publicly, etc

How to use the Intervention:

● Example: Supply students with journals or have them bring them in at the beginning of
the year
● Provide a time limit for students to complete their responses
● Teachers can do this as an activity with students and share how the prompt makes them
feel as well
● If using a headline prompt, you could, for example, talk about Kobe Bryant’s death and
ask your students to write about how this makes them feel/effects them and they can
choose whether or not they want to volunteer
● If there is a tragic event in the school community, you could have students answer the
same question and share (if they want); this will remind students that they are going
through the same issues and aren’t alone
● This will also show that you as their teacher cares about what your students are grappling
with
● “You may have students journal or draw regularly as part of your classroom routine to
ensure students have at least one opportunity to express and get feelings and emotions out
on a regular basis, perhaps daily or weekly” (“Draw A Picture Or Write In A Journal”).

Resources (photos, videos, websites,etc.)

https://www.pbisworld.com/tier-1/draw-a-picture-or-write-in-a-journal/
https://www.pbisworld.com/tier-1
Citations (APA-7):
 PBIS World (2020). Draw a picture or write in a journal. PBIS World.
https://www.pbisworld.com/tier-1/draw-a-picture-or-write-in-a-journal/

2. Intervention: Roles/Jobs in the classroom

What is the intervention?
● Classroom jobs are different responsibilities that students have in the classroom.
● This intervention gives students a purpose in the classroom and helps them engage with
the classroom community directly because they are accountable for their job on the
assigned days.

Direct Application to Tier:

● All students have a “sense of ownership” in the classroom. They receive positive
feedback from completing their jobs daily.
● Students learn to support and appreciate one another within the classroom community.

How to use the Intervention:

● You can choose the time rotation for classroom jobs, but for this example, I will be using
a two-week rotation.
● On the Friday before each new rotation, the chosen students will get to rank what jobs
they want.
● Here are 5 examples of classroom jobs taken from a teacher blog:
○ Tech expert
○ Board cleaner
○ Attendance
○ Time keeper
○ Absent student filing clerk
● Throughout the year, students will have many opportunities to have a classroom job and
have a part in their learning experience.

Resources(photos, videos, websites,etc.):

https://www.theliterarymaven.com/2016/09/classroom-jobs-middle-school-high-school.html
https://www.edutopia.org/article/student-voice-and-choice-early-elementary-grades
http://lifeskillsinhighschool.blogspot.com/2013/04/here-is-tour-of-my-class.html (picture)
Citations (APA-7):
Allison, B. (2016). Caution! Students at work: Classroom jobs for secondary students. The
Literary Maven. Retrieved February 4, 2020 from
https://www.theliterarymaven.com/2016/09/classroom-jobs-middle- school-high-school.html

Bruyère, J. (2019). Student voice and choice in the early elementary grades. Edutopia. Retrieved
February 4, 2020 from https://www.edutopia.org/article/student-voice-and-choice-early-
elementary-grades

Blogspot (2013, April 14). Classroom tour [Photo]. Blogspot.

http://lifeskillsinhighschool.blogspot.com/2013/04/here-is-tour-of-my-clas
s.html

3. Intervention: Getting to know your students through sharing your/their interests

What is the intervention?
● Teachers have students share their interests with one another, and they also share
their own interests with students so the class is making connections on the first
day
● It is important for teachers to get to know their student’s interests, hobbies,
likes/dislikes, family lives, and goals. At the same time, the students should also
get to know their teacher. This allows students and teachers to humanize each
other and create a more welcoming, comfortable classroom environment.

Direct Application to Tier 1:

 ● This applies to Tier 1 because it applies to all students in your classroom and it is
a way to emphasize socialization and classroom community. You should get to
know every student and not leave anyone out. If you get to know your students,
then you are more likely to prevent unwanted behaviors if a student is
comfortable with you.

How to use the Intervention:

● You can start the year off with your students by implementing one of these examples
(down below) in order for everyone to get to know you. You can also use them
throughout the year to keep connecting with your students.
● Some examples are: creating a Student Interest Survey, asking the students one new
question about them each class to get to know them over time, Two Truths and a Lie,
Find Someone Who Bingo, etc.
● For example: The Bingo Board allows students to find another student who matches one
of the statements on the board. Whoever finds all of the people first wins!

Resources(photos, videos, websites,etc.):

https://www.youtube.com/watch?reload=9&v=Zzvd3VpNCXE

Citations (APA-7):
San Bernardino City Unified School District [SanBdoCitySchools]. (2017,
Oct 4). Relationship Building: Getting To Know Your Students [Video file]. Retrieved
from: https://www.youtube.com/watch?reload=9&v=Zzvd3VpNCXE

Smith, D., Fisher, D., & Frey, N. Better than Carrots or Sticks. Alexandria, VA: Association for
Supervision and Curriculum Development.

What is Tier 1 Support?. (n.d). Retrieved from:

https://www.pbis.org/pbis/tier-1

Chrystine Shaw-mccrory (n.d.) Bingo board [Digital Image]. Pinterest.

https://www.pinterest.ca/pin/359795457703867179/

4. Intervention: Flexible Seating

What is the intervention?
● Arranging seats into various groupings so that students have the opportunity to sit and
work with different people throughout the year
○ pairs, groups, circle, U shape
● Have alternative seating available to students to accommodate their physical comfort
○ bean bags, bungee chairs, exercise balls, desk chairs that recline

Direct Application to Tier 1:

● Flexible grouping builds classroom community amongst all students by allowing them to
interact with different peers
● Every student benefits from having multiple options for seating because it optimizes their
comfort level in the classroom

How to use the Intervention:

● Tell students they can choose their seats as long as they agree to maintain the classroom
guidelines with one another
● Examples: Have a different seating arrangement every day for a week and let the students
pick their favorite by voting. This should be done at the beginning of the year so students
are comfortable in their environment, but can be switched up when they suggest to you
that they want to try something new. A teacher can have students vote anonymously and
also just observe behavior to see which arrangement works best.
● Let students know from the beginning that seat arrangements might change based on the
activities of the day, giving them the opportunity to work with others in the class

Resources(photos, videos, websites,etc.):

Citations (APA-7):

Brown, D. F., & Knowles, T. (2014). What every middle school teacher
should know. Heinemann.

5. Restorative Practices:
What is the intervention?
● According to the restorative practices guide for educators, “Restorative practices are
processes that proactively build healthy relationships and a sense of community to
prevent and address conflict and wrongdoing”
● Removing youth from their learning environment through suspensions is not an effective
way to manage student behavior. Restorative practices can serve as an alternative to
suspensions and expulsions, can improve school climate, foster healthy relationships
between educators and students, decrease disciplinary disparities, engage students and
families, supports social-emotional learning, and promotes accountability and two-way
communication

Direct Application to Tier:

● Restorative practices can effectively teach appropriate behavior to all children while
preventing unwanted behaviors.
● They also require a commitment of the school and all the teachers and administrators to
establish a positive school-wide social culture
● Will help to prevent conflicts and issues from arising in the classroom

How to use the Intervention:

● Circle process- teachers can use this in the classroom to develop relationships and build
community. It can be used to teach listening skills, respect, and problem solving.
● Teachers go out of their way to greet and welcome students as they enter the classroom.
● Teacher does not scold students in front of the class and instead simply takes the student
out of the class to solve the problem or waits to do so after class
● Teachers can organize community service programs which allows for individuals to
restore a harm they may have committed to the school community by providing a
meaningful service that contributes to their individual improvement

Resources(photos, videos, websites,etc.):

http://schottfoundation.org/sites/default/files/restorative-practices-guide.pdf
http://schottfoundation.org/restorative-practices
Citations (APA-7):

Schott Foundation for Public Education. (2019). Restorative Practices: A guide for educators.
http://schottfoundation.org/restorative-practices

6. Student Generated Expectations

What is the intervention?

● Allowing students to generate their own set of classroom expectations allows for all
student’s opinions and needs to be heard and valued. By opening up your classroom
expectations for debate, it builds a sense of community and is the start to an open, honest
relationship. This also sets the standards at a level that your students feel they are capable
of and can achieve.

Direct Application to Tier 1:

● Tier 1 can be viewed as strategies, systems, and practices that impact all students. This
tier emphasizes prosocial skills and expectations. It acknowledges and teaches
appropriate behavior. Student generated expectations have a direct application to tier 1
because it allows for students to conform to a system they feel they can achieve and be
successful in. It outlines and establishes appropriate behavior and expectations. By
having these classroom expectations visible in your room, it allows for constant self-
positive reinforcement.

How to use the Intervention:

 ● You are able to use this intervention in your classroom throughout the year. You can
establish these expectations early in the school year, and review them periodically until it
seems that the students understand what is expected out of them and can begin to self
regulate. This intervention can be displayed somewhere in your classroom so that
students have no confusion as to what is expected.
● Example: Ask students at the beginning of the year what rules they think are important
for your class to run successfully
● Type these rules up and post them in your classroom
● Have the parents and students sign a classroom contract stating that the child will follow
these rules

Resources(photos, videos, websites,etc.):

https://www.youtube.com/watch?v=69ehhIwC8eY

*Description: This video outlines the ways that a teacher could have students create a set of rules
to follow for their classroom.

Citations (APA-7):

Creating classroom rules (n.d.). usgov ACF. Retrieved February 02, 2020, from
https://www.youtube.com/watch?v=69ehhIwC8eY

7. Morning Meeting:
What is the intervention?
● Morning Meeting is a time where students and teachers gather together and do an activity
to start the day. Generally, these meetings are done in a circle and all students will
participate to help create a sense of belonging.

Direct Application to Tier:

● Helps create a sense of classroom community.
● Help provide positive support and positive feedback to all students.
● Promote social skills and help students feel comfortable sharing.
● Teach students how to interact properly.

How to use the Intervention:

● Each morning students and teachers gather in a circle.
● Students will do a quick greeting with each other.
 ● Teachers will then have time to make any announcements and share information with the
class.
● Everyone will then participate in a short class activity that generally focuses on a topic
that will be discussed in class.
● Examples of activities include
○ Asking kids what they know about a certain topic to gage background knowledge.
○ Responding to a teachers open-ended question
○ Community building activities. Click here for examples.

Resources(photos, videos, websites,etc.):

● https://www.youtube.com/watch?v=U6_pLkwaCeY

Citations (APA-7):
● Thought Co. (2018). 7 Fun ideas for morning meeting greetings for your class.

ThoughtCo. Retrieved February 4, 2020 from

https://www.facebook.com/thoughtcodotcom.

● Edutopia (October 3, 2017). Morning meetings: Building community in the classroom.

[YouTube Video]. https://www.youtube.com/watch?v=U6_pLkwaCeY
● PBIS.org | Tier 1. (2019). Pbis.Org. https://www.pbis.org/pbis/tier-1

8. Intervention: Peer Tutoring

What is the intervention?
● Students working in pairs to help each other learn information
● Can involve students of the same achievement level or different
● Promotes academic achievement and social skills
● Benefits the tutor and tutee educationally and socially- motivates both students to learn
● Explaining information to a peer increases one’s understanding
● “To teach is to learn twice” (National Education Association)

Direct Application to Tier 1:

● All students of any achievement level can participate
● Increases all students knowledge and understanding of a topic
● All students will experience an increase in academic achievement, improved peer
relationships, and an increase in motivation
● Tutor and tutee will experience an increase in self confidence

How to use the Intervention:

 ● “Tutors” should be trained on the role that they have with tutee- positive verbal feedback
and corrective feedback
● The teacher should model behavior for students to follow and practice
● Students can practice before actual tutoring through role play
● When the teacher partners the two students together - one is the tutor and the other is the
tutee and they switch roles halfway through
● Most effective with practice activities, not new material
● Student progress should be monitored throughout the tutor session by one of the
following: self-monitoring, tutor keeping track of tutee’s progress, or quizzes after the
tutoring session
● Remember that not all tutor-tutee matches will work for all students’ needs, that’s why
teachers observe and see which matches are positive and others that may need to be
altered

Resources (photos, videos, websites,etc.):

National Education Association. (2019). Research Spotlight on Peer Tutoring. Retrieved

from http://www.nea.org/tools/35542.htm

The Access Center. (2004). Using Peer Tutoring to Facilitate Learning. Retrieved from
https://www.readingrockets.org/article/using-peer-tutoring-facilitate-access
College of Education and Human Development (CEHD). (2018). Peer Tutoring: A
Proactive Intervention for the Classroom.
https://cehdvision2020.umn.edu/blog/peer-tutoring-proactive-intervention-classroom/
Texthelp. (2015). Teacher Teaser- Peer Tutoring. Retrieved from
https://www.youtube.com/watch?v=GHsNxOtbxhY

9. Intervention: Icebreakers
What is the intervention?
● “An icebreaker is a simple activity that enables teachers to get to know their students and
students to get to know their teachers and each other. Most of the activities are short, fun,
and require little or no organization.”
(Education world)

Direct Application to Tier:

● Icebreakers build relationships within the classroom.
● When there are strong relationships, students are more comfortable in the classroom
● Strong relationships aid in the management of the classroom(Community building)

How to use the Intervention:

 ● Can be used on the first day when students are nervous and don’t know one another
● Might be uncomfortable at first so maybe wait until relationships have been built and
then use icebreakers to make them stronger
● For example: Play two- or four-corners with the students. Ask them whether they like
Coca-Cola or Pepsi more. Students who like Coke will go to their assigned side of the
classroom and students who like Pepsi will go to the other. Students can volunteer to
explain why they prefer their choice
● This activity might be silly but it get students to communicate and connect with each
other

Resources (photos, videos, websites,etc.):

● Website for examples: https://www.ef.com/wwen/blog/teacherzone/great-esl-icebreakers-
and-warmups/

Citations (APA-7):
● Icebreaker Central. (n.d.). Education World
https://www.educationworld.com/a_curr/strategy/strategy001.shtml
● 13 fail-safe icebreakers to use in class today. (n.d.). EF
https://www.ef.com/wwen/blog/teacherzone/great-esl-icebreakers-and-warmups/

10. Intervention: Sending a positive note home to parents

What is the intervention?
● A teacher will send a note home to a student’s family (typically through snail mail) to
notify the family of the student’s positive behavior in class
● The note will describe the positive behavior, explain why the student is being rewarded
with this note, and encourage the student to keep up the behavior

Direct Application to Tier:

● Promotes positive behavior in and outside (can be in the school environment in general)
of the classroom
● Helps to ensure that positive behavior/grades will stay
● Promotes a positive relationship between the teacher and the student
● Also promotes a positive relationship between parents and teachers

How to use the Intervention:

● These notes will be sent home to describe either the positive behavior or impressive
grades of a student (could even be used to show how proud a teacher is that his/her
student is improving in their content area!)
 ● Parents will likely praise the child, tell them about the note, and hang it on the fridge
● Example: Teacher will send a postcard home outlining the positive behavior that the
student has shown that week and how it contributed to the positivity of the classroom
community.

Resources(photos, videos, websites,etc.):

https://www.pbisworld.com/tier-1/call-parent-or-note-home/

Citations (APA-7):

PBIS World (2020). Call parent or note home. Retrieved February 4, 2020.
https://www.pbisworld.com/tier-1/call-parent-or-note-home/