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.
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
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.