Evidence-based Interventions/Strategies

Mid-Year Reflection

Algebra BSA 1 data indicated 38% overall proficiency, with ESE students at 35% and ELL students at 35%. After BSA 2, proficiency declined significantly: overall ESE, 22%, and ELL 4%. Whereas Geometry BSA 1 data showed overall proficiency at 62%, ESE 32%, ELL 63%. Geometry BSA 2 data 50% proficiency, 31 ESE, 58 ELL.

Analysis of the data revealed that while teachers were addressing all tested standards, instruction lacked the appropriate Depth of Knowledge (DOK) levels required for mastery. As a result, students were exposed to the standards but were not consistently engaging in higher-order thinking aligned to assessment rigor.

To address these challenges, the following adjustments were implemented:

• Data-Driven Remediation: BSA data was disaggregated to identify the lowest-performing standards. Teachers are now “tabling” priority standards and providing targeted remediation based on student need.

• District Collaboration: The team is working closely with district support specialists to strengthen lesson alignment to DOK levels and increase instructional rigor.

• Targeted Support for ELL Students: ELL students are being grouped with the IMA program to provide additional language scaffolds and academic vocabulary support.

• Instructional Shifts: Teachers are implementing small group instruction and station rotations to increase engagement and provide differentiated support.

• Differentiation of Content and Process: Instruction is being adjusted to meet diverse learner needs, particularly for ESE and ELL subgroups, through scaffolded tasks and varied instructional strategies.

1. Data-Driven Remediation
Strengths:
Data-driven remediation allows the team to intentionally target lowest-performing standards and focus instruction where students struggle most. This approach builds capacity in critical skill gaps and ensures instructional time is purposeful and aligned to assessment data. It supports meeting the needs of all learners through intentional planning.

Weakness:
The primary challenge is limited instructional time. With multiple standards and subgroup needs to address, there is only so much time available to remediate while continuing to move forward with pacing.

2. District Collaboration
Strengths:
District support has been instrumental in strengthening the Algebra PLC process. Ongoing collaboration has enhanced data analysis practices, improved alignment to rigor (DOK), and helped build a stronger support system for teachers. This partnership has elevated instructional planning and accountability.

Weakness:
District personnel cannot provide daily on-site support. As a result, sustainability depends on the internal capacity of the school team to continue the work independently.

3. IMA Targeted Support for ELL Students
Strengths:
The IMA program provides structured, targeted support for ELL students, helping to scaffold language and content simultaneously. It creates an additional layer of intervention designed to close learning gaps.

Weakness:
Despite targeted support, ELL subgroup performance on BSA 2 declined, indicating that supports may need to be strengthened or further aligned to assessment rigor.

4. Small Groups and Station Rotations
Strengths:
This instructional shift increases student voice, reduces teacher-centered instruction, and promotes productive struggle. It allows for differentiated support in real time and increases student engagement.

Weakness:
Implementation depends on teacher comfort level and consistency. Some teachers may require additional coaching and practice to effectively facilitate small groups and rotations on a regular basis.

5. Differentiation of Content and Process
Strengths:
Differentiation allows teachers to intentionally meet students at their instructional level and build foundational math skills for struggling learners. It supports growth across subgroups and promotes equity in access to rigorous content.

Weakness:
While there are no major structural weaknesses, differentiation requires strong planning and instructional expertise to implement effectively and consistently.

Evidence-based Interventions/Strategies

Mid-Year Reflection

FAST Grade 9 & 10 ELA

PM1 vs. PM2 Performance Analysis

Grade 9 Proficiency Growth

• Proficiency increased from 31.1% (PM1) to 34.0% (PM2).

• This reflects incremental growth, indicating instructional adjustments are beginning to positively impact student performance.

Grade 10 Proficiency Growth

• Proficiency increased from 28.9% (PM1) to 35.9% (PM2).

• This represents a 7 percentage-point gain, demonstrating strong instructional alignment and effective targeted strategies.

Reading Levels & Subgroup Performance

Grade 9 SWD – Initial Reading Levels

• At PM1, 64.8% of SWD students were performing at Level 1, highlighting significant foundational literacy gaps and the need for intensive remediation.

Grade 9 – Growth in Proficiency Levels

• Students scoring at Level 3 and above increased from 9 students (PM1) to 14 students (PM2).

• This reflects measurable progress in moving students toward grade-level proficiency.

Grade 10 – Higher-Level Proficiency

• 19.3% of students scored at Level 3 or above at both PM1 and PM2.

• While overall proficiency increased, there was no growth in advanced performance, indicating a need for stronger enrichment and rigor for higher-performing students.

ELL Subgroup Performance (PM1 vs. PM2)

• PM1: 0% of ELL students reached proficiency.

• PM2: 1% of ELL students reached proficiency.

While there is a slight increase at PM2, proficiency among ELL students remains critically low. This indicates a significant need for intensified language acquisition support, targeted reading interventions, and consistent progress monitoring aligned to both language development and grade-level standards.

1. ELO Pull-Outs by Literacy Coach

Strength:

• Targeted support for students below grade-level literacy.

• Expertise of Literacy Coach ensures high-quality intervention.

• Can focus on foundational reading skills and comprehension strategies.

• Flexible to adjust based on student progress and assessment data.

Weakness:

• Students miss core content while pulled out.

• Limited time per student may reduce impact if sessions are short or infrequent.

• Effectiveness depends on coordination with classroom instruction.

• Risk of creating dependency if gradual release is not implemented.

2. ESOL Pull-Outs

Strenghts:

• Provides language scaffolding for ELL students.

• Focus on vocabulary, syntax, and comprehension specific to academic content.

• Supports access to grade-level content that may otherwise be challenging.

Weakness:

• Pull-out time can conflict with Tier 1 instruction.

• Limited duration may not fully address skill gaps.

• Must coordinate closely with classroom teachers to reinforce content learned.

3. ESE Pull-Outs

Strengths:

• Individualized or small-group instruction for students with IEPs.

• Can provide scaffolded instruction and accommodation support.

• Helps address skill deficits and improve access to general education curriculum.

Weakness:

• Students may miss key instruction if pull-out is frequent.

• Requires strong collaboration with classroom teacher to maintain alignment.

• Potential stigma or reduced engagement if students are frequently separated

• Strengthen sheltered instruction strategies (e.g., explicit vocabulary instruction, sentence frames, structured discourse).
• Increase small-group, targeted literacy interventions focused on comprehension and academic language.
• Progress monitor ELL students biweekly to adjust instruction in real time.
• Ensure alignment between ESOL support and core ELA instruction.
• Gradual Release PD 
• Checking for understanding refresher

Evidence-based Interventions/Strategies

Mid-Year Reflection

BSA 1 Results

• Overall Proficiency: 77.7%

• ESE: 70%

• ELL: 80%

BSA 1 data showed a strong start, with overall proficiency well above district averages. Notably, our ELL subgroup outperformed at 80%, demonstrating effective targeted supports.

CFA 7–12

• Maintained consistent performance

• Averaged 5+ percentage points above the district

This consistency reflects strong instructional alignment and ongoing progress monitoring.

BSA 2 Results

• Overall Proficiency: 76.6%

• ESE: 69.5%

• ELL: 72.1%

BSA 2 results demonstrate sustained high performance overall. Last year 2024-2025 BSA 2 performance came in at 48%.
While there was a slight dip in ELL proficiency from BSA 1, overall subgroup performance remains strong and near the 70% benchmark, indicating continued impact of instructional supports.
Changes made to maintain and increase proficiency include increased station rotation, interactive assignments, ESOL and ESE pull outs.

1. Station Rotation

Strengths

• Allows for small-group differentiation and targeted remediation

• Increases student engagement and accountability

• Provides opportunities for reteaching and enrichment simultaneously

• Supports data-driven grouping based on CFA/BSA trends

Weaknesses

• Time constraints limit depth at each station

• Requires strong classroom management and clear routines

• Planning is intensive to ensure all stations are rigorous and aligned

2. Interactive Assignments

Strengths

• Increases student engagement and active participation

• Promotes higher-order thinking and discussion

• Supports diverse learning styles (visual, auditory, kinesthetic)

• Encourages collaboration and academic discourse

Weaknesses

• Can become activity-focused instead of standards-focused if not tightly aligned

• May not provide enough independent practice for mastery

• Requires consistent monitoring to ensure all students are cognitively engaged

3. ESE & ESOL Paraprofessional Pull-Out Support

Strengths

• Provides targeted, individualized support

• Allows for scaffolding of complex texts and tasks

• Reduces student-teacher ratio for intensive intervention

• Supports vocabulary development and skill gaps

Weaknesses

• Students may miss core instruction during pull-outs

• Limited time reduces intensity of intervention

• Risk of dependency if gradual release is not implemented

• Coordination between teacher and para must be tightly aligned

Strengthen Implementation of Gradual Release (I Do → We Do → You Do)

New Actions:

• Require explicit teacher modeling of thinking (annotating text, analyzing answer choices aloud).

• Increase structured guided practice before independent work.

• Implement daily “productive struggle” tasks during the You Do phase.

• Monitor lesson plans for clear evidence of all three components.

• Conduct instructional walkthroughs focused specifically on gradual release.

Evidence-based Interventions/Strategies

Mid-Year Reflection

• Overall Proficiency: 71%

• ESE: 64%

• ELL: 58%

• Overall performance is strong, above 70%.

• ESE and ELL subgroups are below overall, with ELL at 58%, indicating a significant gap.

• Shows that targeted supports are needed to lift subgroup performance.

• Analysis:

  • • High performance in BSA 1 overall shows students can reach proficiency when instruction and engagement are strong.

    • Systems for general instruction are effective for the majority of students.
      Challenges  encountered 
      
      <span style="color: rgb(13, 13, 13); font-family: ui-sans-serif, -apple-system, " system-ui",="" "segoe="" ui",="" helvetica,="" "apple="" color="" emoji",="" arial,="" "sans-serif",="" ui="" symbol";="" font-size:="" 16px;"="">Challenges: During the Fall semester, Biology instruction encountered several challenges that impacted student performance and instructional effectiveness. Many students demonstrated gaps in foundational science skills, including academic vocabulary, data interpretation, and graph analysis. 
      Changes made to address challenges:
      Instructional Planning Adjustments: Lessons were redesigned to balance pacing with depth by intentionally embedding higher DOK tasks, including analysis-based questions, lab investigations, and real-world applications of biological concepts.
      Small-Group Instruction & Differentiation: Teachers shifted from primarily whole-group instruction to structured small-group rotations, allowing for targeted remediation, enrichment, and reteaching based on formative assessment data.
      Strengthened Vocabulary Support: Explicit instruction of scientific vocabulary was incorporated into daily lessons using visuals, word walls, sentence stems, and repeated exposure to support comprehension for all learners, especially ELL students.

​

District & Colleagues Share Best Practices

• Promotes collaboration and consistency across classrooms; encourages professional growth; improves instructional quality.

• May be inconsistently implemented; time constraints may limit collaboration; best practices may not always be monitored for fidelity.

Exemplary Teacher Models Lessons in Classroom

• Provides real-time demonstration of effective strategies; supports teacher development; increases instructional capacity.

• Limited availability for all teachers to observe; may create dependency instead of independent growth; scheduling challenges.

Admin Support with Lesson Plans – Spiral Review

• Ensures alignment to standards; reinforces previously taught skills; provides structured instructional guidance.

• Risk of overreliance on administration; may limit teacher autonomy; requires consistent monitoring for effectiveness.

Admin & ESE Support Facilitator Push-In Classroom

• Provides targeted student support; strengthens inclusion practices; supports differentiated instruction.

• Scheduling conflicts may limit consistency; unclear role expectations may reduce effectiveness; resource limitations.

Admin Provide Incentives for Proficiency, Attendance & Improvement

• Motivates students; reinforces positive behaviors; promotes academic achievement and attendance.

• Incentives may not reach all students equitably; extrinsic rewards may reduce intrinsic motivation over time; sustainability concerns.

Helps Build a Positive Classroom Culture

• Encourages student engagement; fosters respectful relationships; supports social-emotional growth and academic success.

• Requires ongoing consistency; can be difficult to sustain schoolwide; impacted by staff turnover or inconsistent expectations.

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• Require explicit teacher modeling of thinking (annotating text, analyzing answer choices aloud).

• Increase structured guided practice before independent work.

• Implement daily “productive struggle” tasks during the You Do phase.

• Monitor lesson plans for clear evidence of all three components.

• Conduct instructional walkthroughs focused specifically on gradual release.