Tier 2

Tier 2 Targeted Interventions (20%) for Some Students

Tier 2 Targeted Data-Driven Interventions

Similar to what general education teachers do when designing Tier 2 interventions, targeted data-driven interventions (small group counseling/instruction, check in/check out, referral to interventions on campus, etc.) are designed for students who are identified by pre-scheduled and pre-determined data-screening elements (Hatch, 2017). Examples for elementary students would include attendance rates, behavior referrals, work habits, social skills, and student demographics to ensure equity and access barriers. Additionally examples of data elements for secondary students would include credit deficiencies, completion of university admission requirements (a-g), post-secondary plan, and completion of the Free Application for Federal Student Aid (FAFSA). Of course teacher and family referrals are also used to identify a student for Tier 2 services but due to the inequity of referrals (some teachers refer a lot of students and some teachers don’t refer at all) it is crucial that regular analysis of agreed upon data elements are attended to and acted upon.

The short silent video below is a wonderful depiction of how the tiered supports work within MTSS and MTMDSS. Students move in and out of tiers as the need arises and progress is made.

Intentional and Regularly Scheduled Analysis of Data with a Focus on Student Groups

Elementary & Middle School Students:

• Attendance, Behavior, Grades (5th-8th in reading & math) and Standardized Test scores

• Disaggregate gender data for Attendance, Behavior, Grades, Test Scores

• Identify First Generation students and consider them to be a Student Group

• Attend to data for students from non-traditional families

• Identify students/families with less frequent interactions and attendance to schoolwide events

• Homework completion

• Citizenship marks

• Identify metrics for measuring Academic Perseverance, Academic Behaviors, Academic Mindsets

High School Students:

• Attendance, Behavior, Grades (reading & math), standardized tests (PSAT, Pre ACT, EAP, CAASPP)

• Disaggregate gender data for Attendance, Behavior, Grades, Test Scores (PSAT, Pre ACT, EAP, CAASPP)

• Identify First Generation students and consider them to be a Student Group

• Identify students/families with less frequent interactions and attendance to schoolwide events

• Grades for students taking Honors & AP courses for the first time

• Current a-g status using SIS, CCGI, Transcript Audits, or Aeries Analytics

• Students without SAT/ACT test score and 2.0+ GPA

• Students enrolled in CTE Concentrator courses to promote CTE Pathway Completion

• FAFSA completion status by individual students

• Students without a post-secondary plan

• Students without a college (or military) application

• Students in SPED enrollment in CTE, a-g, Dual Enrollment/Concurrent Enrollment

• EL, Foster, Homeless, SES enrollment in CTE, a-g, AP, Dual Enrollment/Concurrent Enrollment

Get Focused Stay Focused!

Starting in the 8th or 9th grade and continuing throughout high school, students will develop and refine a meaningful online Skills-based Career and Education Plan that encompasses the following themes:

• Middle School/9th Grade: Students explore answers to the questions: Who am I? What do I want? How do I get it?, as well as learning a proven decision-making process. They exit this class with their initial 10-year Career & Education Plan.

• 10th Grade: Developing Attitudes and Aptitudes that Promote College & Career Readiness

• 11th Grade: Determining Your Informed Major and Post-Secondary Education Path

• 12th Grade: Preparing to Act on Your 10-Year Education and Career Plan

• As students progress through high school, they regularly refine their 10-year Plan as they research, analyze and experience the world of work and post-secondary options.