Inquiry in Action: How Two Rivers Is Reimagining Intervention Through Data

Guest Blog by Vanessa Walker, Director of Specialized Instruction at Two Rivers Public Charter School

At Two Rivers Public Charter School, we’ve always believed in meeting students where they are—but in the wake of the pandemic, we realized we needed sharper tools to truly see where that was. That insight sparked a reimagined intervention program rooted in inquiry: What do our students need? What strategies will help them grow? How can we use data not just to assess, but to unlock potential?

The first seeds were planted during a pandemic-era pilot, when an additional fourth-grade classroom was used for skill-based instruction. Those students not only maintained progress, they excelled. That unexpected result prompted a bigger question: What if we made space for this kind of targeted support long-term?

By 2023–2024, each elementary campus had two full-time interventionists and a system designed around six-week data cycles. Teachers and interventionists co-analyze student work, set goals, and test strategies—not in isolation, but in ongoing collaboration. And it’s working.

We’ve seen what happens when inquiry drives our work: students thrive, educators feel empowered, and a culture of shared learning takes hold.

Interventionist Tamela Odom working with second graders in math

This year, 87% of students receiving intervention grew on the NWEA MAP math assessment, with 31% growing by 11+ RIT points—a signal they’re closing academic gaps. In ELA, 25% of students achieved that same level of growth. And 83.5% of staff reported that consistent progress monitoring is now a critical part of instruction.

One major shift was streamlining data systems. Instead of juggling multiple tools, we centralized everything—from student goals to communication logs—into a single platform. With real-time insights, classroom teachers could reinforce intervention strategies in whole-group settings. A teacher, for example, might notice a student using area models in small group math and incorporate that same approach in a class-wide lesson the next day.

But data alone wasn’t enough. Strategy matters.

At Two Rivers, interventionists use short data cycles to backward plan from grade-level expectations and identify key next steps—like decoding vowel teams, using a physical model for multiplication, or introducing graphic organizers to support comprehension.

Dr. Taneika Blackwell, literacy interventionist at Young Elementary, shared: “For me, it let me see where students needed to go. Then I could drill down, focus on the skills, and ask: how can I scaffold that for them?”

Support extends to educators, too. Ben Ernst, fifth-grade math interventionist, reflected: “Coaching was really helpful for me to bounce ideas around and get informal feedback when I was stuck on what that kid needed.” Coaching often centered on one key question: What strategy are you using—and how do you know it’s working?

To build consistency and shared expertise, interventionists meet regularly for collaborative training, peer feedback, and goal audits. Like our students, they grow through cycles of observation, reflection, and coaching.

We’re still early in this journey, but we’ve seen what happens when inquiry drives our work: students thrive, educators feel empowered, and a culture of shared learning takes hold.

Because at Two Rivers, data isn’t just a measurement tool—it’s a bridge to deeper, more meaningful instruction.