Evidence-based Interventions/Strategies

Mid-Year Reflection

Evidence-based Interventions/Strategies

Mid-Year Reflection

Ongoing analysis of mini-assessment data has allows us to:

• Identify specific standards where students demonstrate proficiency and where gaps remain.

• Adjust whole-group instruction to reteach or spiral key concepts.

• Provide differentiated support based on strand-specific needs.

• Monitor growth over time to ensure movement toward mastery.

Students who do not demonstrate proficiency on the mid-year assessment will be invited to participate in a Winter Science Extended Learning Opportunity (ELO). This program will:

• Provide additional instructional time focused on key standards

• Incorporate hands-on, inquiry-based learning experiences

• Reinforce core content in Earth and Space, Physical, and Life Science

• Monitor student growth through formative assessments

The goal of the Winter ELO is to accelerate student progress and close learning gaps prior to state assessments.

In addition to student supports, our school-wide Professional Learning Community (PLC) is focusing on strengthening science instruction. The PLC is centered on:

• Best practices in science content delivery

• Increasing rigorous, standards-aligned instruction

• Expanding hands-on, inquiry-based learning experiences

• Aligning assessments with depth of knowledge expectations

Through collaborative planning, data analysis, and shared instructional strategies, teachers are working collectively to improve student outcomes across all science strands.

Evidence-based Interventions/Strategies

Mid-Year Reflection

According to F.A.S.T. Progress Monitoring #2 (December 2025) results in Reading, 75% of students in grades 3–5 are currently on track to demonstrate a learning gain by the end of the school year. This indicates that the majority of students are showing adequate progress toward grade-level expectations.

Additionally, 54% of fourth- and fifth-grade students have already demonstrated measurable learning gains at the mid-year point. This includes growth made by three retained third-grade students, reflecting positive progress among students who required additional time and support to strengthen foundational literacy skills.

These results suggest that targeted interventions, differentiated small-group instruction, and ongoing progress monitoring are contributing to student growth. Continued focus on data-driven instruction, intensive support for students not yet on track, and strategic use of intervention resources will be critical to increasing the percentage of students demonstrating learning gains by the end of the year.

In order to sustain and increase the percentage of students achieving learning gains in ELA/Reading, the following strategic actions will be implemented:

1. Restructure Student Groupings
   Student groups will be reorganized based on progress monitoring data and research-based intervention programs. Tier 2 and Tier 3 students will receive a double-dose of targeted instruction within the 120-minute Literacy Block to ensure focused remediation and skill acceleration. Instruction will be standards-aligned and tailored to address specific deficits in foundational skills, vocabulary, and comprehension.

2. Restructure Staff Support
   Staff schedules will be aligned to maximize instructional impact during the Literacy Block. Support personnel, including ESE and IDEA support staff, will be strategically assigned to provide intervention aligned to research-based programs. This restructuring will ensure Tier 2 and Tier 3 students receive consistent, intensive, and coordinated support.

3. Ongoing Data Analysis and PLC Collaboration
   Frequent data analysis will occur through structured data meetings and Professional Learning Communities (PLCs). These meetings will focus on:

   • Monitoring student growth toward learning gain targets

   • Adjusting intervention groups as needed

   • Identifying instructional best practices

   • Ensuring fidelity of implementation of intervention programs

4. Strategic Planning for Soaring Scholars Reading Camp (Winter)
   The Winter Soaring Scholars Reading Camp will be strategically designed to provide additional instructional time for students not yet demonstrating proficiency. Planning will include:

   • Targeted standards-based instruction

   • Small-group intensive remediation

   • Progress monitoring to measure growth

   • Alignment to F.A.S.T. assessment expectations

Through intentional restructuring of instruction, strategic staffing, continuous data analysis, and extended learning opportunities, we are positioned to sustain and strengthen student learning gains in ELA/Reading for grades 3–5.

To sustain and increase the percentage of students achieving learning gains in ELA/Reading to 80%, the following strategic actions will be implemented:

1. Restructure Student Groupings for Targeted Intervention
   Student groupings will be reorganized using progress monitoring data and research-based intervention programs to ensure instruction is responsive to individual student needs. Tier 2 and Tier 3 students will receive a double-dose of targeted instruction within the 120-minute Literacy Block. Instruction will focus on closing skill gaps in foundational reading skills, vocabulary, fluency, and comprehension through small-group, standards-aligned intervention.

2. Align and Restructure Staff Support
   Staff schedules will be strategically aligned to maximize instructional support during the Literacy Block. ESE and IDEA support services will be intentionally scheduled to provide coordinated intervention aligned to research-based programs. This restructuring will ensure Tier 2 and Tier 3 students receive consistent, intensive, and high-quality support with fidelity.

3. Ongoing Data Analysis Through Data Meetings and PLCs
   Frequent and structured data analysis will occur through data meetings and Professional Learning Communities (PLCs). These collaborative sessions will:

   • Monitor student progress toward the 80% learning gain goal

   • Evaluate the effectiveness of interventions

   • Adjust student groupings based on data trends

   • Share best instructional practices

   • Ensure accountability for implementation and student outcomes

4. Strategic Planning for Soaring Scholars Reading Camp (Winter)
   The Winter Soaring Scholars Reading Camp will provide extended learning opportunities for students not yet demonstrating proficiency. The program will include targeted standards-based instruction, intensive small-group remediation, and ongoing progress monitoring aligned to assessment expectations. The goal of this extended learning opportunity is to accelerate growth and close achievement gaps prior to the next assessment cycle.

Through intentional restructuring of instructional groups, strategic alignment of staff resources, continuous data-driven decision-making, and expanded learning opportunities, we are positioned to sustain and achieve our goal of 80% of students demonstrating learning gains in ELA/Reading.