Tier 2 interventions are targeted at students whose needs are not being met by universal tools and interventions. Approximately 15% of the student body may receive tier 2 interventions at any time.
Tier 2 interventions typically set behavioral or academic goals and use a systematic approach to achieve those goals. Interventions are data-monitored, and students may utilize more than one intervention until they find one that addresses their needs. Some tier 2 interventions may involve one-on-one sessions with teachers, daily check-ins, academic support classes, mentorship, peer tutoring, executive function tutoring, or other supports. The goal of all interventions is to help students establish academic and emotional independence. All tier 2 and 3 interventions are organized and implemented by a student's core team Request support by filling out the student support request form.
Tier 2 Supports
Check-in, Check-out
Students who participate in Check-in, Check-out begin and end their day by visiting and planning with a teacher. Participants check in before school to talk through their day and fill out a Today I Will planner. At the end of the day the student visits their teacher again to reflect on the day and make a homework plan. Students participating in Check-in, Check-out will visit with their teacher 1, 2, or 3 times per day, depending on their need.
Check-in, Check-out is an executive function support. All executive function supports begin with an initial assessment and include organizational, academic, and study strategies support.
Contact David Hain, MTSS coordinator, for more information on executive function supports.
Executive Function Support Groups
Some students require more time to master their executive skills and stabilize their academics. These students may participate in executive function support groups during their study halls. Executive function support groups include detailed academic planning, material management, teacher outreach, self-advocacy training, research-based study skills, and academic support. Students participate in executive function support groups 1, 2, or 3 days per week, depending on their need.
Contact David Hain, MTSS coordinator, for more information on executive function supports.
Executive Function Tutoring
Executive Function Tutoring is a twice-weekly after school program. Tutoring sessions take place in the Executive Function Tutoring Center on the second floor of the library and are taught by staff members trained in the Rush Neurobehavioral Executive Function curriculum. Sessions are every Tuesday and Thursday from 3:30 PM to 4:30 PM. Students may visit on an as-needed basis, or be referred by a staff member.
Participants in the Executive Function Tutoring program will receive one-on-one executive function instruction and academic support. All students will take an initial executive function assessment that will allow their instruction to be differentiated based on need.
Contact David Hain, MTSS coordinator, for more information on executive function supports.
Enriched Studies
The purpose of this voluntary intervention strategy is to provide assistance and support to students in achieving their academic goals. Students will be coached to become more effective learners by working towards goals established by CORE. Students will receive regular feedback from their instructor regarding their goals. Students typically exit from this intervention strategy by achieving their goals and demonstrating the ability to be successful independently. Students may only continue their Enriched Study class as long as they are actively engaged in and committed to their goals. Organization, study skills, and test taking skills are emphasized. Students are reevaluated each semester to determine if Enriched Study is still an appropriate intervention.
Contact David Hain, MTSS coordinator, for more information on about Enriched Studies, of contact a member of the student support team.
Peer Tutoring
The peer tutoring program is active in classes, during study hall periods, and before and after school. Students are referred to the peer tutoring program by teachers, student services, or through parental or personal requests. Students are paired with a trained peer tutor based on subject specialization and time compatibility. All peer tutoring sessions complete with a log that emails the students' progress to their subject area teacher.
Contact David Hain, MTSS coordinator, for more information on becoming or requesting a peer tutor.
Emotional Support Groups
Lake Forest High School offers a variety of emotional support groups that meet throughout the day. Emotional support groups are organized by the school's social workers and include groups for family support, individual support, Q-group, diverse boys and girls, grief, social learning, trauma survivors, and adoption. These student groups are sometimes called SSRTs (Student Support Round Tables). They provide an opportunity for students to support one another in areas in which they have experience or expertise.
Social workers also hold classroom-based groups that use course content to address a variety of social and emotional needs.
To access an emotional support group, contact a member of the student support team.
Strategic Reading 2
This semester-long support course is designed for identified students seeking to achieve higher levels of comprehension of complex texts. Placement is guided through consultation with the reading specialist. The students develop content-area reading strategies, set personal reading goals, and then map their progress toward achieving those goals; they also build vocabulary and word knowledge, practice note-taking skills, and increase their reading stamina and fluency. The teacher assesses each student’s needs at the beginning of the course and designs lessons to meet the needs of all in the class. Some class time will be spent looking at special circumstances for reading, such as the SAT and ACT. Students in this class can expect a mix of strategy instruction and time to apply strategies to academic work. Students are regularly asked to check in with the teacher regarding their reading in other courses to reflect on what strategies they are using most effectively.
Students may enroll in Strategic 2 for one semester or two semesters for general ed credit. Students in this course have fairly strong decoding and fluency skills and are working on comprehension and some executive functioning skills.
For more information on the Strategic Reading program, Contact Amy Zimmermann, or contact a member of the student support team.
Navigating Educational Transitions Program (NET)
For students whose education is interrupted by an extended absence, returning to school is a daunting task. Lake Forest High School is committed to the wellness of all of our students and intends to use best practice protocol for students transitioning back to school after an extended absence.
Once a student is identified, the NET program coordinator will be notified. The NET coordinator will facilitate a meeting with the team of individuals who work closely with the student. If necessary, the NET program coordinator will have a release signed for contact with any medical and/or educational professionals. Teachers will be contacted by the NET coordinator to arrange for academic work, with a proposed timeline for work completion and the Transition Education Plan (TEP) will be put in place. The NET coordinator will schedule a re-entry meeting with the team upon student transition back to school. At this time, the NET Transition Education Plan (TEP) will be further developed for the student returning to school. **If the student has an IEP, an IEP meeting will be held and those procedures will be followed. The NET coordinator will be in communication with the student and team to ensure that the transition plan is followed and upon completion, the student is exited from the NET program.
For questions about the NET program, contact a member of the student support team.
English Language Acquisition Courses
English Language Acquisition is a two period course designed for students to acquire, develop and refine their English Language proficiency. During the three year sequence, students will focus on developing their reading, writing, listening, and speaking skills while simultaneously engaging in the essential questions aligned with their English 1, English 2, or English 3 course. Students will expand upon established competencies in vocabulary and grammar structures; engage in the ideas and understandings emerging from traditional and modern literature and texts; and further develop sentence, paragraph, and essay structures in order to improve written communication. Advanced students will demonstrate more sophisticated and refined competencies; speak at close to 100% in the target language of English; write multi-paragraph essay reflecting a variety of writing styles; and advance their listening and speaking skills by utilizing Socratic seminars, debates, and oral presentations.
For more information of English language acquisition courses, contact a member of the student support team, or the English department instructional director, Kristen Carlson.
Co-Teaching, Co-Facilitation, Collaborative Scheduling
In a Co-Facilitated class, a special education teaching assistant helps a general education teacher by taking an active role in meeting the needs of students with disabilities experiencing academic and/or social emotional challenges. In a Co-Teaching model, a licensed general education teacher and a special education teacher share responsibility for teaching the core graduation requirements.
If you would like more information on Co-Taught or Co-Facilitated classes, contact Director of Special Education, Dr. Jennifer Sterpin or Director of Teaching and Learning, Dr. Alan Wahlert.
