LIFT · Science Intervention for Texas, Grades 3 to 8

One assignment.
Every student's next step.

LIFT checks what each student knows against the TEKS, then gives each one what comes next: Concept Builders on only the concepts they missed, or Challenge Activities if they have shown mastery.

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Reading and math have intervention plans. Science usually doesn't. When a campus looks at its science results, the response is often a re teach week, a tutoring block, or a packet, the whole unit, for the whole class, regardless of which parts a student had already mastered. The students who needed something specific get the same thing as everyone else.

What a district actually receives

LIFT is science intervention built on the TEKS. Every unit is named by its standard, 5.6(A) Physical Properties of Matter, and students, teachers, and administrators all see that same name. A teacher assigns a unit to a class. From there LIFT handles the checking, the routing, and the reporting. Nothing is assembled by hand and nothing comes back to be graded.

  • Assign a TEKS unit to a class from two dropdowns and a button.
  • Each student is checked, then routed, no separate assignments to build.
  • Reports fill in as students work. There is nothing to grade.

One assignment, different next steps

The teacher assigns one unit to the whole class. What each student does next depends on what the Concept Check finds.

Flow diagram. One class assignment leads to a Concept Check, which finds the gaps. Students with gaps found take the intervention path: a Concept Builder for each missed concept, then Level Up to confirm the gaps are closed. Students who show mastery take the challenge path: Challenge Activities, made up of a Review Journal for each concept and a Reader. Both paths lead to the teacher seeing the results.

Both paths report into the same place. The teacher builds neither one.

What the teacher actually does

  1. Choose
  2. Assign
  3. LIFT routes
  4. Teacher reviews
  • Assign a unit, two dropdowns and a button.
  • LIFT checks each student and routes them. No separate assignments to build.
  • Reports fill in as students work. Nothing comes back to grade.
  • Open Group Health when it's useful, and act on the students who need it.

The routing is the part that would otherwise take a teacher's evening. LIFT does it from the Concept Check result, one Concept Builder for each concept a student missed, Challenge Activities for the students who didn't miss any. The teacher's report populates itself while that happens.

The same path, with the supports a student needs

Students who need reading support don't get a separate, easier version of the content. They get the same TEKS unit with the supports available inside the activity.

  • Audio support activity text read aloud.
  • Adjustable type students set font and size themselves.
  • Word banks academic vocabulary available in the activity.
  • Academic language writing support in the Review Journal.
  • Printable Readers for students working off screen.

The same data, at every level

Group Health shows a class by TEKS standard. Open a student and you see which concepts were identified and which have closed. Campus and district views are built from those same concepts, not a separate summary that has to be reconciled against what the teacher is looking at.

  • Identify gaps by standard, not by overall score.
  • See which concepts have closed since the Concept Check.
  • Act at the level where intervention is needed.

Questions districts ask

That depends on the unit and the student. A Concept Check runs as long as the standard requires, and a student only works through Concept Builders for the concepts they missed, a student with one gap finishes well before a student with several. LIFT is built to fit an existing intervention or small group block rather than add time to the schedule.

The teacher assigns the unit and reviews the results. There is no separate proctoring step and no testing window to coordinate. Interventionists and MTSS coordinators work from the same reports at the group level, and campus and district staff see the same concept level data rolled up. Nobody has to assemble anything by hand.

LIFT covers Texas science for grades 3 to 8. Every unit is named by its TEKS code, 5.6(A) Physical Properties of Matter, for example, so the standard a student is working on is visible to the teacher, the campus, and the district at the same time.

Assigning a unit is two dropdowns and a button: choose the grade, choose the TEKS unit, assign it to a group. From there LIFT checks each student and routes them. The teacher does not build separate assignments for different students and does not grade the work that comes back, reports populate as students work.

Grouping is set by the teacher when the unit is assigned. Routing is not, it comes from the Concept Check. A student who misses concepts gets a Concept Builder for each one, then Level Up to confirm those gaps have closed. A student who shows mastery moves into Challenge Activities. Both paths report into the same place.

They work through the same TEKS unit as everyone else, with supports available inside the activity: audio, adjustable font and size, word banks, and academic language support in the Review Journal. Readers can be printed for students working off screen. The supports sit in the student toolbar rather than in a separate, easier version of the content.

See what a class looks like inside LIFT.

Talk to our team and we'll walk you through what LIFT looks like for your teachers and students.

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