3 Bite-Sized Interventions for Secondary Students

Outline

Introduction (15 min):
-10,000 Pyramid: Participants will work in groups of two during this vocabulary strategy to activate prior knowledge and introduce vocabulary related to secondary intervention.
- Participants will scan a QR code to access a digital agenda inspired by Elaine Aguilar's structured note-taking model. Packed with distilled summaries and ready-to-use resources, this digital companion remains available after the conference to support continued learning and application. Slides used during this session will be visually appealing with minimal narrative.
- We will acknowledge the disconnect between systems of intervention and secondary schools validating the frustration many middle and high school educators feel.
- Dr. Bryce will showcase three evidence-based interventions through dynamic, high-energy snapshots designed to spark ideas and inspire action: Class Pass, Career Academies with Targeted Supports, and High-Impact Tutoring.

Intervention 1 (10 min): Class Pass - an intervention to support social-emotional needs
- Dr. Bryce will introduce this concept by sharing a story of how this intervention looked in practice for one specific Sophomore with explosive behaviors.
- Participants will participate in a Turn and Talk process predicting what aspects are necessary for this intervention to be effective.
- Dr. Bryce will share the key components identified through research, including a Tik-Tok of "co-escalation" in action. This is a humorous video of escalating kittens as a non-example.

Intervention 2 (10 min): Career Academies with Targeted Supports - an intervention to support college and career readiness needs
- Participants will participate in a digital poll sharing their ideas and reflections on Career Academies.
- Dr. Bryce will bring the research to life, sharing the critical elements to make Career Academies more inclusive by incorporating targeted supports.

Intervention 3 (10 min): High-Impact Tutoring - an intervention to support academic needs
- Dr. Bryce will introduce this intervention by sharing anchor images reflecting the wide range of academic levels of secondary students in a classroom, along with a brief story of a former student who stated "I gotta learn to read. I graduate next year!" as an emotional hook.
- Participants will participate in a Turn and Talk reflecting on previous models of tutoring they have seen in their school and predict the elements that may have been missing.
- Dr. Bryce will reveal the evidence-based components that drive a successful High-Impact Tutoring intervention.

Questions and Closing (10-15 min):
- The session will end with a review of highlights from the session and the digital resource.
- Participants will participate in a digital poll to share "one insight, one intention" from today's session.
- Dr. Bryce will provide her contact information on the digital resource for remaining questions or to further explore this topic with participants.

Outcomes

After this session, participants will be able to identify the key components of three evidence-based secondary interventions: Class Pass, Career Academies with Targeted Supports, and High-Impact Tutoring.

After this session, participants will be able to analyze their school's unique context and identify strategies for adapting these interventions to align with their student population and available resources.

Supporting research

Clark, A.G. & Dockweiler, K.A. (2019). Multi-tiered systems of support in secondary schools: The
definitive guide to effective implementation and quality control (1st ed.). Routledge.

Collins, T. A., Cook, C. R., Dart, E. H., Socie, D. G., Renshaw, T. L., & Long, A. C. (2016). Improving classroom engagement among high school students with disruptive behavior: Evaluation of the Class Pass intervention. Psychology in the Schools, 53(2), 204–219.

Durrance, S. (2023). Implementing MTSS in secondary schools: Challenges and strategies. Greensboro, NC: SERVE Center at UNC Greensboro.

Fletcher, E. C. (2023). Reengaging high school students through Career Academies. State Education Standard, 23(3), 33.

Fuchs, L. Fuchs, D., Compton,D. (2010). Rethinking response to intervention at middle and high school. School Psychology Review, 30, 22-28.

Marken, A., Scala, J., Husby-Slater, M., Davis, G. (2020). Early warning intervention and monitoring system implementation guide. American Institutes for Research.

Mitra, D. (2018). Student voice in secondary schools: The possibility for deeper change. Journal of Educational Administration, 56(5), 473-487.

National Student Support Accelerator. (2023). Integrating high-impact tutoring with Multi-Tiered Systems of Support (MTSS).

Shinn, M., Windram, H., & Bollman, K., (2016). Implementing response to intervention in secondary schools. In S. R. Jimerson, M. K. Burns, & A. M. Van Der Heyden (Eds.), Handbook of response to intervention (pp. 563–586). Boston, MA: Springer.

U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2015, September). Dropout Prevention intervention report: Career Academies. Retrieved from http://whatworks.ed.gov