When data and classroom performance show a student is falling behind grade-level expectations based on the core curriculum, teachers may differentiate instruction, or student groupings using a targeted intervention to support the student's mastery of a specific skill. Interventions are meant to be temporary and vary in intensity to provide the support needed. The goal of any intervention is to close the gap in learning so students are again on pace and meeting grade-level expectations.
Interventions may be academic, but they also may be based on social-emotional or behavioral needs. Intervention planning is done by staff teams working with the students, and includes families in that planning and communication.
There are two tiers of intervention that generally are provided for students:
TIER 2: Tier 2 interventions are provided when data and assessment evidence indicates a gap in skills or slower progress toward grade-level standards. These interventions are aligned with the core curriculum, provide additional supports on top of the core curriculum already in place, and generally occur for small groups. Tier 2 interventions usually have a goal set for the small group, and progress is monitored toward that goal.
TIER 3: Tier 3 interventions are more intense and more individualized than Tier 2 interventions. These occur when progress is not made over time during a Tier 2 intervention, and the student requires more intense supports. These are usually provided via a supplemental programs and research-based strategies, and occur more frequently in smaller groups, usually outside of the classroom. Goals are set and progress is monitored toward those goals. If the goals are not met with this level of intervention, considerations are made about next steps, which may include a comprehensive evaluation.
More information about how interventions are a part of the larger Multi-Tiered Systems of Support can be found on that page.