D4; T1 Behavior Intervention & D5: Systems-Level Change

WHAT IS THE INTERVENTION?

A junior attending Realms High School (RHS) was interested in organizing a peer tutoring group
with the goal of matching underclassmen students (freshmen and sophomores) who need extra
academic support with upperclassmen students (juniors and seniors) who can provide the support.
The broader goal of the intervention was that through this peer mentorship program, students in
different grades cultivate a positive school climate where they build more relationships and
connections.

The Tier 1 Behavior Intervention consisted in developing the tutoring system from the ground up.
First, the student and I met to establish the goals of the peer mentorship program. Then, we
created actionable steps to set as targets to achieve that overarching goal, from 0 being the very
initial stage where program goals were vague, to 10 being the program was ready to start.
Furthermore, we also developed a set of steps for preparing new mentors to become tutors, as
well as brainstormed ways in which the program could expand moving forward the next school
year.

DURATION:
STUDENT NAME and I met twice a week for an average of an hour each session, beginning in
October 2021, and ending in February 2022.

WHAT WAS THE GOAL OF THE INTERVENTION?

By the end of the second trimester of the 2021-2022 school year, STUDENT NAME and Estel
will have collaboratively developed a peer mentorship program where underclassmen students
who need academic support are paired with upperclassmen students who will provide these
supports.

INTERVENTION IMPLEMENTATION STAGES TO MONITOR PROGRESS

The following are the stages which were used to monitor progress of the intervention, the data
was gathered every time STUDENT NAME and Estel met, and the question asked was the
following:

“On the following scale ranging from 0 to 10, what stage do you
think the peer mentorship program is at?”
 LEGEND

0 Peer mentorship program has vague ideas and goals

Peer mentorship program planning has started identifying broad goals
1 for the intervention

2 Peer mentorship program is in the process of identifying SMART goals

3 Peer mentorship program has identified SMART goals

Peer mentorship program has identified an actionable plan in order to

4 achieve the SMART goals
Peer mentorship program has established incentives for peer mentors to
5 want to become involved in the program

Peer mentorship program has developed a survey signup for identifying

6 both peer mentors and students who want to be mentored.

Students have shown interest in participating in the peer mentorship

7 program both as mentors/tutors and as mentees.
Peer mentors have signed up and have showed up for pre-program
8 training
Peer mentors are ready to be mentors independently and have the skills
9 and resources needed to train new peer mentors
First tutoring session was successful, success defined as “At least 5
students who needed support attended the tutoring session, and at least
3 mentors were able to provide adequate academic support to these
10 students”.

PROGRESS MONITORING & EVALUATION

In order to determine whether the intervention was effective, the progress monitoring data
described above was graphed on a weekly basis. If STUDENT NAME scored the program as
being in the same stage, remaining stagnant (or going backwards) for 3 or more consecutive days,
an additional session was added in the same week to problem-solve around next steps in order to
continue to make progress.

Below is the graph showing the stages of the intervention as time went on.
EVALUATION:
To determine whether the intervention was effective, STUDENT NAME would have to
determine that the 10th stage was completed. In other words, the first tutoring session would be
completed with success. Success was determined by having a minimum of 5 students attending to
be tutored, and a minimum of 3 mentors tutoring them. There were a total of 9 students who
attended to be tutored, and a total of 5 mentors tutoring them.