Make It Happen
6-8 Intervention Edition
It takes more than materials to implement Be Good People. On the page below, check out resources designed to support you in planning an effective scope and sequence, training staff, and communicating with stakeholders.
Go back: Intervention Ed.
This training is hosted by the creator and primary author of Be Good People, Nic van Oss.
Training is only one part of effective implementation. This Observation Form is a helpful tool for coaches.
How is the curriculum organized for interventionists?
In order to support Tier 2, Tier 3, and SpEd interventions, Be Good People allows you to teach both on grade level skills and below grade level skills. By "on grade level" we're referring to the Minnesota SEL benchmarks.
For example, "Taking Turns" is a skill mapped to a K-3 SEL benchmark. We expect typically developing students to master that skill before they reach 4th grade. However, Be Good People has versions of the "Taking Turns" lesson all the way up to 12th grade. The language, scenarios, etc. in the lesson change so that they are age appropriate, but you still have the ability to teach this below grade level skill to students who need to "close the gap" with their typically developing peers.
Because the benchmark a lesson addresses is always listed on the materials, you can easily spot when you're teaching a below grade level skill. If, for example, you're looking at the "9-12" lesson for a skill but the listed benchmark references "4-5," that means you're teaching a below grade level skill.
What do I teach vs. progress monitor?
The basic answer to this question is:
You will almost certainly need to teach the student(s) more skills than the one(s) you've selected for progress monitoring.
When you're deciding which skill(s) to progress monitor, pick the skill(s) and measurement procedure(s) that your team believes will best represent the student’s skill growth or lack thereof.
More detailed progress monitoring guidance and examples are available via the Tier 2 Interventions and Tier 3/SpEd Interventions pages.
If you're curious why we would need to teach more skills than we're progress monitoring, check out our page on Behavior Basics. Essentially, there's a web of basic, pre-requisite skills and complex, integrative skills. Students have unique gaps, and even though "not staying on task enough" may be the primary issue we're concerned with, we more than likely need to fill a few different skill gaps in order to move the needle on how much the student is on task.
What scope and sequence should I follow?
We generally recommend that interventionists pull lessons and activities from multiple curriculums and then craft their own units/clusters (i.e., related activities that target the same skill area). Visit the linked page to access many free SEL curriculums in addition to Be Good People and to learn more about how to plan an instructional sequence for your SEL intervention.