How One District Got Their Suspension Rate Below 1% with Tier 2 Supports - Torrin Johnson

It's amazing.

And just to highlight a few things that I heard, like number one, like I love how you started with a really important, what's the best way to put it? Just like framework understanding, right? Of when we look at tier two, it's hugely important to remember that even when we're doing tier two, you still need a strong tier one.

And even the need for tier two is because we're still working on tier one, right? But even if a student is receiving some form of tier two intervention, right? Or group curriculum, like you were talking about, they still need a strong tier one, right? To support them as they're going.

So it's like that connection between the two.

The other one, and you mentioned it, like the curricula, But there was a part where a lot of times when people are learning more about like, we actually call our tier two like a full solution because it's more than just the small group curricula.

As you mentioned, it's even the process of understanding like, okay, once we've identified, so maybe a school or district uses a screener or another means.

Right.

But who are we identifying as potentially in need of tier two supports? And you said you might have 40 to 60 students that you're looking at.

Well, we may not be able to do an intervention on every one of them to start.

So there's a process kind of to triage who's in most need.

But then how do I know what they need? Right.

And if I say as a school, going back to my comments at the beginning, like, well, tier two at our school is check in, check out.

Well, that is more of a motivational intervention.

But what if what the student needs is a skill intervention? How do I even know? You know, so it's like that that matching process.

And if we notice that it's skill, well, then here's the curricula that you mentioned that you can actually use that has the skill development.

If it's more motivation based.

maybe it's not check-in check-out that can be very intensive on the system maybe it's a different one like class pass you know intervention or another one that could be lower burden to try and so i love what you're saying is like hey it was messy at first i don't know anybody else that wouldn't say that either you know we tried something it's messy it's always that way but at least you have something now you're intentionally moving forward with and so now that you've got it going you What tips would you give? Is there any tips you would give besides the stay with it type of thing, but things that you've learned that have really helped in either getting it off the ground? Like you were saying, I meet with those principals a lot.

Probably not just because it's their choice to suspend, but also they're critical to supporting this, getting it off the ground.

But any other tips that you would give from your seat who's really moving it through a district? That's not an easy thing to do.