Tier 2 Interventions
Interventions for Partial Groups of Students
Below, you will find a list of strategies and interventions that could be used in the classroom. Feel free to click on the headings to learn more or see examples of the strategy in action!
Characteristics of Effective Tier 2 Intervention Strategies:
- Takes place during the school day
- Involves family communication
- Holds students accountable for getting specific work done
- Teachers followed up on the intervention to see if it worked, based on data
- Small group workshops
- Grade level teams/content teachers coordinate together
- Targeted to a specific skill that was a barrier to students
- Concrete deadlines for assignments and resubmissions
- Targets partial groups of students
- Short time frames for interventions (i.e. one day, one week)
- Offered scaffolding
- Opportunity for new assessment
- Summit team’s list: Based on data/drivers, Specific and actionable, Practical (minimum prep, and maximum impact), Metric and follow-up plan, Implemented during the regular school day, Maintain rigor and authentic assessment
Are you noticing that many students are getting low cognitive skill scores on particular aspects of a project? If so, gather these students together to go through it and give students the opportunity to revise.
1) I-do: Have the gathered students look individually at and underline the differences between a 2, 3, and 4 on the Cognitive Skills Rubric for the skill you're isolating. Then, talk about what makes those differences.
2) We-do: Have students practice with the skill all together with the teacher, identifying parts of an example, breaking down the skill some more, etc.
3) You-do: Have students work in further pre-determined groups or individually to show the skill. Students then scored each other's work using the rubric.
4) Project Score Revision: Students then took their knowledge of the skills from the workshop and apply it to fixing their projects. The teacher would be around to help and make sure students weren't stuck, and then regraded projects on the spot.
The first few steps to this workshop are the same as above. However, afterwards, instead of going back to the project, students will do an alternate assignment.
1) I-do: Have the gathered students look individually at and underline the differences between a 2, 3, and 4 on the Cognitive Skills Rubric for the skill you're isolating. Then, talk about what makes those differences.
2) We-do: Have students practice with the skill all together with the teacher, identifying parts of an example, breaking down the skill some more, etc.
3) You-do: Have students work in further pre-determined groups or individually to show the skill. Students then scored each other's work using the rubric.
Alternate Assignment: Have students work to do a task that focuses on the same cognitive skill, but that will take the place of what students were originally going to do for their project. This work should be completed within the class period and the teacher can grade it on the spot.
1) Diagnostic-driven: Students take the diagnostic for the Focus Area, and before they submit it, the teacher looks it over to see which questions the students need most help with. The teacher then would group the students further based on what they needed, leading them toward whatever resources they would need, or to give them a mini-lesson in a specific objective. At the end, students take the diagnostic again, and with whatever they need the teacher goes over again, before having them take the assessment.
2) Study guide-driven: The teacher creates a study guide, denoting which resource goes with something on the study guide. The teacher then hands out the study guide to the students, having them go through it themselves before taking the content assessment. After students show they have gone through the study guide, they can take the assessment. If they fail the assessment, they should review those objectives with the teacher afterwards or after school.
3) Resource-from-playlist driven: If there are a small group of students who have not yet passed an assessment, and students are all struggling with the same objective, the teacher should have this group of students work together to go through certain materials from the resources in that playlist, and the check(s) for understanding, with verbal quizzes on those topics. Then, students should study the material individually before trying the content assessment.
4) Study review games: Teachers can create different games to put into the introductory materials for the focus areas for students to work on individually or with other students.
Behind in Power Focus Areas or Projects- One Subject
Use this data chart to get a better glimpse at where students are in your classroom. Fill out the following chart based on the data (click here for a blank template of this chart), and then form a plan of action. Use other intervention strategies on this website to help.
Overall % of students with cog skills below passing: _________
Overall % of students w/ overdue projects: ________
Overall % of students behind in PFAs: _______
# students on track in PFAs: _______
# students behind by 1 PFA: _______
# students behind by 2-4 PFAs: _______
# students behind by 5-8 PFAs: _______
# students behind by 9+ PFAs: _______
Name of PFA behind the line with the lowest “passed” rate: ___________________________________________________
% of students who have not passed that PFA: _________
Name of Project most students have red: _______
% of students who have that project red: _______
Notable Data and Drivers (Why are students behind?):
Action Plan (Up to teacher discretion; see other interventions and strategies for ideas):