Evidence-based Interventions/Strategies

Mid-Year Reflection

The measures used to determine progress toward our schoolwide goals include FAST PM2 data along with i-Ready Diagnostic 2 results. We have analyzed the most recent data to identify priority instructional goals, as these scores serve as a strong predictor of FAST PM3 performance.

Our desired outcome is for all students to perform at or above proficiency in ELA. Specifically, our schoolwide goal is to increase overall Reading proficiency by 7%, moving from 63% to 70%. We anticipate continued student growth on the FAST assessment by the end of the school year.

To monitor progress, we conduct monthly STAR Reading assessments. Our most recent STAR testing cycle indicates that students are trending positively toward meeting our Reading goals. At the mid-year point, our data shows 42% mastery in Reading across grades K through 2. For comparison, our overall mastery rate was 63% at PM3 during the 2024–2025 school year. While we recognize there is still work to be done, current data trends demonstrate positive growth toward end-of-year expectations.

To maintain momentum and close existing achievement gaps, we are implementing targeted interventions. We are using i-Ready Diagnostic 2 and PM2 data to identify the lowest-performing standards and are forming small-group remediation and reteach sessions to address these areas. Additionally, our WIN (What I Need) intervention blocks have been restructured based on the most recent data. These groups now focus specifically on the weakest standards to ensure intervention time is intentional, focused, and high-impact.

We remain confident that through consistent progress monitoring and the continued refinement of Tier 2 and Tier 3 interventions, we will meet our proficiency goals by the end of the school year.

Based on the most recent STAR Progress Monitoring data and PM2 results, we have reevaluated student placement in remediation pull-out groups for grades K-2. These groups are supported by an intervention teacher and are designed to prioritize students with the greatest academic needs. Students who demonstrate mastery of specific standards on STAR assessments transition to enrichment or alternative skill-based groups. Students who continue to struggle receive intensified small-group instruction using varied instructional modalities, such as hands-on manipulatives and leveled texts.

Additionally, we are utilizing the i-Ready Teacher Toolbox and state-released assessment items to support reteach and spiral review instruction. These targeted reviews emphasize test-taking strategies and comprehension using authentic texts, allowing for reinforcement of multiple reading standards simultaneously.

To further strengthen instructional effectiveness, teachers are participating in deep lesson planning training focused on enhancing grade-level instruction and implementing more intentional and rigorous checks for understanding. Regular data chats with teachers will continue, and administration and support staff will collaborate closely with classroom teachers through data analysis, review of student work samples, and frequent classroom walkthroughs and observations.

Our school will continue using monthly STAR Progress Monitoring and FAST assessment data to guide instructional decisions in Reading.

Evidence-based Interventions/Strategies

Mid-Year Reflection

Based on the most recent STAR Progress Monitoring data, we have reevaluated student placement in remediation pull-out groups and prioritized students demonstrating the greatest academic need. In addition, we are expanding support by targeting mathematics intervention for students in the lowest quartile across grades 3–5.

To strengthen instructional support, our instructional coach will provide assistance within departmentalized 3-5 grade math classrooms to facilitate both enrichment and intervention groups. We are also increasing the frequency of math-focused PLC meetings and collaborating closely with the Math Department to identify and implement additional instructional resources and strategies.

To further enhance core instruction, staff will participate in deep lesson planning professional development focused on strengthening grade-level instruction and improving the implementation of effective checks for understanding. We will continue to conduct regular data chats with teachers to monitor student progress.

Administration and support staff will work collaboratively with classroom teachers through ongoing data discussions, analysis of student work, and consistent classroom walkthroughs and observations. Our school will continue to use STAR Progress Monitoring data in mathematics to guide instructional decision-making and measure progress toward our schoolwide goals.

To improve outcomes for our low-performing subgroups, including English Language Learners (ELLs) and Students with Disabilities (SWD), we have implemented targeted instructional supports and intervention systems.

For students with limited English proficiency, we have established ESOL pull-out groups to support our large Russian, Ukrainian, and Spanish-speaking populations. We have also assigned a native language-speaking ESP to support these groups, allowing students to develop English language skills while receiving assistance from an adult who can provide native language support when needed. In addition to pull-out services, ELL students utilize Imagine Learning within their general education classrooms, along with ELLevation lesson plans and i-Ready Math lessons to support language development and content mastery. ELL students also use the i-Ready Math Toolbox and enVision MDIS Blackbox resources to strengthen both mathematical understanding and English language acquisition.

For students requiring additional support, our Response to Intervention (RTI) team meets weekly to identify barriers to student success and implement high-quality, research-based interventions. These supports include targeted small-group instruction and teaching assistance to reinforce skill development. Grade-level teams also participate in weekly horizontal planning meetings to ensure alignment of standards and instructional strategies. Student progress is continuously monitored through lesson completion data and small-group remediation outcomes.

For our SWD population, the ESE team provides math remediation using multisensory instructional strategies. Instruction is supported through the Elementary Learning Department’s lesson guides and the Savvas MDIS Blackbox resource to provide structured and differentiated support.

Through these intentional supports and ongoing progress monitoring, we are confident that we will continue to see improvement in achievement among our low-performing subgroups.

Evidence-based Interventions/Strategies

Mid-Year Reflection

The measures used to determine progress toward our schoolwide goals include FAST PM2 data along with i-Ready Diagnostic 2 results. We have analyzed the most recent data to identify priority instructional goals, as these scores serve as a strong predictor of FAST PM3 performance.

Our desired outcome is for all students to perform at or above proficiency in ELA. We anticipate continued student growth on the FAST assessment by the end of the school year.

To monitor progress, we conduct monthly STAR Reading assessments. Our most recent STAR testing cycle indicates that students are trending positively toward meeting our Reading goals. At the mid-year point, our data shows 52% mastery in Reading across grades 3 through 5. For comparison, our overall mastery rate was 71% at PM3 during the 2024–2025 school year. While we recognize there is still work to be done, current data trends demonstrate positive growth toward end-of-year expectations.

To maintain momentum and close existing achievement gaps, we are implementing targeted interventions. We are using i-Ready Diagnostic 2 and PM2 data to identify the lowest-performing standards and are forming small-group remediation and reteach sessions to address these areas. Additionally, our WIN (What I Need) intervention blocks have been restructured based on the most recent data. These groups now focus specifically on the weakest standards to ensure intervention time is intentional, focused, and high-impact.

We remain confident that through consistent progress monitoring and the continued refinement of Tier 2 and Tier 3 interventions, we will meet our proficiency goals by the end of the school year.

Based on the most recent STAR Progress Monitoring data and PM2 results, we have reevaluated student placement in remediation pull-out groups for grades 3-5. These groups are supported by an intervention teacher and are designed to prioritize students with the greatest academic needs. Students who demonstrate mastery of specific standards on STAR assessments transition to enrichment or alternative skill-based groups. Students who continue to struggle receive intensified small-group instruction using varied instructional modalities, such as hands-on manipulatives and leveled texts.

Additionally, we are utilizing the i-Ready Teacher Toolbox and state-released assessment items to support reteach and spiral review instruction. These targeted reviews emphasize test-taking strategies and comprehension using authentic texts, allowing for reinforcement of multiple reading standards simultaneously.

To further strengthen instructional effectiveness, teachers are participating in deep lesson planning training focused on enhancing grade-level instruction and implementing more intentional and rigorous checks for understanding. Regular data chats with teachers will continue, and administration and support staff will collaborate closely with classroom teachers through data analysis, review of student work samples, and frequent classroom walkthroughs and observations.

Our school will continue using monthly STAR Progress Monitoring and FAST assessment data to guide instructional decisions in Reading.