Letter to the Editor Bear Block

The educational consultant and journalist at Technical Maven Consulting defined tiered interventions as “small group sessions that focus on remediating specific skills” (Chana). An article titled “Bear Block at Cascade” by Vanessa Ibarra analyzes and argues the efficacy of Cascade High School’s tier two effectiveness. According to Ibarra, “since 2020, flex, a 30-minute advisory period designed to provide academic support, has been part of Cascade High School.” The argument of Ibarra’s article is that while this practice of tier two interventions may have potential, it has been improperly executed as of yet. “Bear Block at Cascade” by Vanessa Ibarra accurately outlines the flaws of Bear Block regarding schedule and implementation. 

Bear Block is improperly scheduled, affecting the learning of students. According to an article written by Iris, an organization nun by Vanderbilt University and funded by the United States government states, “All schools should implement supplemental interventions which are based on researched instruction from at least 30 to 45 minutes three to five times a week.” As a student at Cascade High School, I am aware that Bear Block, Cascade’s tier two intervention only occurs two times a week for a total of 50 minutes. The lack of consistent aid in what is intended to be a tier two learning environment prevents students from being able to receive proper academic support. Ibarra’s interviews with other staff and students support this idea stating “I know most people feel rushed with only two days of Bear Block.” (Missel gtd. Ibarra) Additionally Mr. John Betz the Health teacher at Cascade school “The flexibility is a little hard. Students that were assigned are usually the hardest to get in class” (Betz qtd. in Ibarra). Ibarra shows that both teacher and student alike are negatively effected by the scheduling. As a likely consequence of administration not following the recommended schedule as described by the Iris Institute, students and teachers suffer through stress and cramped ineffective learning.  

While scheduling and organization is an issue outlined in the article by Vanessa Ibarra, implementation is an additional issue negatively impacting the effective nature of tier two interventions. As stated by Ibarra, students struggle to receive proper tier two aid due to the appealing options of enrichment activities over important academics. This prevents students from accessing help during these short periods. While Positive Behavioral Interventions are Supports, an organization specializing in educational intervention and funded by the U. S. Department of administration stated that a key feature of good tier two intervention was “support student choice in participation” they later additionally “it will be necessary for the team to match students to various interventions.(PBIS). This indicates the participation of administration that is currently lacking according to Ibarra. 

To conclude, Ibarra’s article “Bear Block at Cascade,” effectively described the downfalls of Cascade High School’s tier two interventions. Both scheduling and appropriate implementation play an important role in the effectiveness of intervention and teacher, student, and administrator effect the experience of each student.  

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