Student Interventions - Tier Two

Teacher Watch Stage

Description:  This is the first step of tier two.  It creates a clear plan of action to help students as they begin to slip academically/ behaviorally in an individual class.  Clear goals are put in place for the individual. 

Goal:  The Teacher Watch Stage is established to bring the collection of data when a trend develops which concerns the student’s teacher/team academically or behaviorally.  There are several steps in the Teacher Watch Stage: documentation, record review by team, collection of data, problem identification, and parent communication.  The Dean of Students and/or Counselor writes an “Intervention/ Accommodation Plan” for the student (file original Intervention/ Accommodation Plan in student’s purple folder and copies to all involved staff).

Counselor Intervention Stage

Description:  This step brings in more resources in the intervention plan for the student.  The counselor further investigates the student’s background by reviewing the cumulative folder to create more interventions that help the student find success.  The counselor completes the CSI Request Form with a cumulative folder review and continues to meet regularly with parents and students. 

Goal:  To develop an overall picture of the student, including current and past performance, interventions used, community involvement, and family dynamics.  Counselor meets with the student and family to discuss interventions and expectations, and to develop a significant one-on-one relationship with the student, as well as interaction with the parent(s) or guardian(s).  The student’s awareness of the issues will be enhanced, and the counselors will encourage the student to take greater ownership in the issues at hand.  Dean of Students and/or Counselors monitor the Intervention/ Accommodation Plan and review and or modify the plan as needed. 

Collaborative Student Intervention (CSI)

Description:  The CSI (Principal and/or Asst. Principal, Counselor, Social Worker, School Psychologist, Special Ed. Representative, classroom teachers, parents, and student) meet to discuss specific measurable interventions that can be put in place to help ensure the success of the student.  Any staff member can refer any student to the SIT for academic and/or behavior concerns.  The Dean of Students/Counselor is responsible for bringing their students forward for the formal CSI process (including truancy).  The referring teacher must complete the necessary pre-requisite steps in the pyramid along with progress monitoring data. 

The Counselor will call the family and schedule the CSI meeting.  The School Psychologist will complete the CSI - Initial Meeting Form and distribute the intervention plan to all of the parties involved, place one copy in the student’s purple folder. 

Any of the following interventions are available to support the needs of individual student who are in need of additional support.  These interventions are in place to further support the unique needs of students who have progressed up the pyramid. 

Mentoring: An adult staff member mentors and checks in on an individual student to help build a relationship and accountability.

Tutoring:  Each House has MASH (Mandatory After School Help) offered to students before or after school.  Each House sets their schedule at the start of the school year.  Contact your child’s teacher if you have any questions. 

Study Buddy:  Peer tutoring.  8th grade students help tutor younger students and help build relationships. 

Reading Interventions:

  1. System 44: For students with reading levels below 3rd grade.
    To learn more about System 44, please click on the website at: http://teacher.scholastic.com/products/foundational_reading_phonics/system44/

  2. Read 180: READ 180 is an intensive reading intervention program that helps educators confront the problem of adolescent illiteracy and special needs reading on multiple fronts, using technology, print, and professional development.

    To learn more about the Read 180 reading intervention program, please visit the website at: http://teacher.scholastic.com/products/read180/

Schedule changes

Homework Lunches – work with individual teachers during lunch the period. 

Advisory Intervention – work with individual teachers during Advisory period.

Math Help – available through out Project JumpStart program in the library.

Fastt Math
The FASTT Math intervention program uses the research-validated FASTT system (Fluency and Automaticity through Systematic Teaching with Technology) to help all students develop fluency with basic math facts. FASTT Math assesses all students to uncover fluency gaps and to establish a baseline of fluency for each student. Then, FASTT Math automatically differentiates instruction in customized, 10-minute daily sessions.

FASTT Math ensures that all students, regardless of their fluency level, build the long-lasting fluency they will need to tackle higher-order math.

FASTT Math helps all your students achieve math fact fluency – and build the confidence in mathematics they need to succeed.

To learn more about Fastt Math, please visit the website at: http://www.tomsnyder.com/fasttmath/

Ripple Effects – addresses behavior and social issues/concerns.  Administered by the Counseling staff.

Project JumpStart – students who are identified as struggling academically in math will work with Ms. Carpenter on the grade-level necessary skills to become successful.  This is arranged cooperatively with Ms. Carpenter, the classroom teacher, and the parent.

Counseling Groups – Counselors (Ms. Shuppert, Ms. Murray, and Ms. Boyd) work with the individual student or students in a small group setting to address various social/ emotional issues.

Follow - Up Collaborative Student Intervention (CSI)

Description: The Counselor schedules the follow-up CSI meeting. The CSI reconvenes and discusses the possibility of further interventions and/or recommends special education evaluation based on outcomes of the previous intervention strategies.