Students who are poor readers typically exhibit strengths in the visual/spatial intelligence. They need concrete examples such as pictures and graphic organizers, as well as hands-on experiences. (If you have not checked out my Plug & Play Data Collection Spreadsheets-you can here).Īre your students visual, auditory, or tactile/kinesthetic? Many Tier 2 learners are primarily visual and tactile/kinesthetic. Consistent data collection is key for both moving on to Tier 3 and Special Education and moving students back to the core curriculum. To design effective differentiated interventions, you must know what your students' needs are. How can I differentiate targeted interventions to meet the needs of each of my Tier 2 students? That is your best opportunity to catch mistakes and clarify misconceptions. Explicit methods typically include teacher modeling, student guided practice, and student independent practice, sometimes referred to as “I do, We do, You do.”Ģ.Students practice (with teacher’s guidance) what the teacher modeledĤ.Students apply skill as teacher scaffolds instructionĥ.Students practice independently (either in-class or as homework)Īs you design interventions that are systematic and explicit, make sure you spend plenty of time on the “We do” stage.
Student objectives are clear, concise, and driven by ongoing assessment results.Īdditionally, students are provided with appropriate practice opportunities which directly reflect systematic instruction. In systematic methods, skills and concepts begin with the most simple, moving to the most complex. Tier 2 evidence-based interventions use systematic, explicit methods to change student performance and/or behavior.
How can I design effective Tier 2 interventions? *How can I differentiate targeted interventions to meet the needs of each of my Tier 2 students? *How can I design effective Tier 2 interventions? To do this, consider the following two questions: Your challenge is to meet the needs of each Tier 2 student while maintaining the instructional integrity of your general education classroom. You know that in order to be effective, those interventions must not be “more of the same,” since the strategies you used in your Tier 1 classroom did not work for these students. You are using the resulting data to guide your instruction and to determine which students need Tier 2 interventions. Universal screening and progress monitoring tools are in place. As a classroom teacher, you are using a variety of differentiated instructional and assessment strategies.
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