Intervention Strategy/Planning
Intervention Strategy/Planning
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Before beginning a school-specific intervention plan, it is helpful to review the 12 Key Practices for successful 9th grade teams from Section 1. Practicing each of those elements -- including data utilization, employing 9th grade knowledge, and intervention tracking and evaluation -- will help ensure that your written intervention strategy is tailored, useful, and current.
Once a 9th Grade Team has reviewed their data and identified opportunities for improvement, they can use the resources below to develop an intervention plan. The process includes a root cause analysis to identify the varying reasons students are off-track and which interventions are the best fit for each.
While creating a written strategy is an essential step for consistent implementation of interventions, it shouldn't be considered a static document. Soliciting regular feedback from educators and students, as well as monitoring data trends, will enable teams to adapt their intervention strategies for greater effectiveness.
Featured Planning Strategies
Featured Planning Strategies
What?
How?
When?
Who?
Root Cause Analysis
9th Grade Teams can collaborate to brainstorm/identify the root causes of students being off-track – Ex. missing assignments, can’t focus, bored, not showing effort, personal conflicts, etc.
Teams can then practice matching root causes to appropriate interventions.
Teams should develop a written intervention strategy based on common challenges they are seeing in attendance, behavior and course performance. (ex. team developed a thorough school-specific written intervention strategy based on strategies in the Pre-referral Intervention Manual (PRIM) that are aligned to specific challenges.)
9th grade teams can utilize a case management approach to assign students to specific teachers who identify the student’s root cause for being Off-Track, implement an associated intervention, and then track that student’s progress.
By including the written intervention strategy in Tier 2 intervention trackers to refer to when considering interventions for students, teachers can track their assigned caseload.
Start of School
✔Leaders
✔Teachers
✔Counselors
School Spotlight:
Sayre
Collect Student Feedback on Interventions
Hold one-on-one conversations between the assigned teacher and student to connect and help motivate them. Staff can help the student identify their strengths and challenges and and co-create a plan for improvement.
After each session, teachers can ask the student to complete a quick survey to answer questions about their experience, including, “Which teacher did you meet with today?”, “What classes did you discuss?”, and “Did you find this meeting helpful and why?”
Teachers and administrators have used this data to 1) track and monitor the number of intervention meetings among the different students and teachers, and 2) evaluate the effectiveness of the meetings and how they were perceived by the students.
This student form is a promising strategy to ensure students’ voice and perspective are being heard through the intervention process.
As-needed
✔Leaders
✔Teachers
School Spotlight:
Ben Franklin
Data-Driven Intervention Effectiveness Evaluations
The Teacher Leader can intentionally monitor the progress of their selected interventions using the Grades Monitoring Tool in Excel, which allows school staff to copy and paste in a string of ID numbers for a previously identified subgroup/cohort, and immediately see their current grades and attendance.
Using this method, the 9th grade team can deduce intervention effectiveness.
This reinforces importance of checking to see if interventions are working and discussing lessons learned (what worked, what did not work) as a team to inform future interventions.
Start of School
✔Leaders
✔Teachers
School Spotlight:
South Philadelphia
Back to Interventions by Topic
Explore Further
Explore Further
The table below includes additional foundational content to learn more as your progress in your 9GOT practices.
Emerging is good for staff that are new to the 9th Grade On-Track work, and/or schools that are just starting to implement the 9th Grade On-Track tools and initiatives. Progressing is good for staff/schools who have basic knowledge of the materials and have implemented core components of the model but want to further the implementation. Accelerating is for schools that have successfully implemented many of the 9th Grade On-Track tools and initiatives and are looking for ways to advance the work even further.
Resource Link
Description
Level
This outline is a suggested example of how to structure an On-Track meeting and student aligned actions over the course of a 10 week quarter. Remember that these are suggestions that should be adjusted according to the needs of each school. If you would prefer to start with a blank copy, use this blank version.
Emerging
This sample intervention tracking tool is for individual and group interventions (Created by PAI). To learn how Furness is using an intervention tracker, check out this short video describing the work.
Progressing
This sample plan provides a template for creating a school-specific resource for intervention strategies. By modifying this template, you can create a plan for implementing Tier 1-3 strategies. (Created by PAI).
Progressing
The fishbone diagram will enable team members to suggest possible causes of the problem under investigation and then reach consensus on a the most likely cause. (Approx. 1 hour)
Progressing
This interventions list includes examples of 9th Grade On-Track interventions documented in 2020 and 2021 during virtual learning.
Progressing
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