Using the data below, describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system.

Absent 10% or more days
Blanche Ely High School will form an attendance committee that will consistently monitor student attendance for the 24-25 school year. The committee will be comprised of various staff positions in order to glean concerns from all aspects. The positions will include: administrator, teacher, attendance clerk, social worker, school counselor, and district attendance coordinator. The committee will work to proactively identify students who miss school often. The committee will take measures to contact home, recommend necessary resources that are a barrier to student attendance, and provide incentives and rewards for students who improve. An attendance challenge to reduce tardies and absences will be out in place as a reward for the classroom with the least tardies/absences.

Course Failures in ELA and Math
For the 25-26 school year, academic placement based on student assessment and class grade data is the foundation of the school's master schedule. Along with student placement in courses to ensure grade level curriculum is taught to students at the appropriate level, all ELA and Math teachers area assigned to one accountability area that is associated with 1 grade level. The team of content/grade level teachers have a common planning period built into their teaching schedule. Teachers use the common planning to identify student strengths and areas of growth by standards within the curriculum. Teachers will use that data to determine ways to reengage students with the standards that were identified as an area of growth, as well as reteach and reassess students. Teachers who teach the uoper level math courses will participate in a Math Symposium in which they will collaborate for lesson planning and instructional practices to help their students achieve mastery in Algebra 2 and beyond.


Level 1 on Statewide Math Assessment
Students who indicate early warning indicators for mathematics will receive remediation in various ways throughout the school year. All teachers in the department will assess using cumulative common assessments. The data from the common assessments will be used to drive instruction and support individual student academic needs. Once the data from the common assessments has been analyzed students who are not yet on target for the assessed standards will be pulled out of their Study Hall to receive remediation on the identified standards. Common planning will be utilized to ensure that master teachers, based on student performance, present best strategies utilized to help students master standards. Lesson planning will look the same within the Algebra and geometry courses to ensure consistency in all classrooms and to stay on the cope & sequence. In the spring semester all data collected will be used to develop a crunch-time plan that focuses on the standards that have been identified as areas of growth. Teachers will also participate in data chats with the data from the Common Formative Assessments, during the data chats teachers will analyze their outcomes and identify standards they will target for whole group remediation and groups of students they will target for small group remediation. 
 

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