Evidence-based Interventions/Strategies

Mid-Year Reflection

During the fall semester, Tier 2 and Tier 3 supports were primarily affected because the school experienced several implementation challenges related to staffing and instructional continuity. A reduction in resource teachers occurred due to the loss of a guidance counselor position, which required the redistribution of responsibilities among existing guidance and support staff. As a result, student support groups were divided and restructured to ensure continued services, and administrators increased their direct involvement in facilitating small instructional groups to maintain consistency of support.

Additionally, the school faced instructional disruption when a third-grade teacher took maternity leave. The use of a long-term substitute created challenges related to instructional continuity and classroom routines, which impacted both staff and students. To address these challenges, leadership provided additional support, adjusted groupings, and closely monitored instruction to minimize learning gaps.

New Actions Needed to Accomplish the Intended Outcome
Utilize specials area teachers strategically to provide push-in or pull-out small group instruction.
Regroup students more frequently to ensure instructional support is responsive to current data and student needs.
Provide extended learning opportunities, such as intervention camps, for students approaching proficiency.

Additional Reflections

The data indicates that foundational literacy skills in kindergarten through second grade require more targeted and intentional support. The primary focus moving forward will be on strengthening decoding skills and vocabulary development to ensure long-term academic gains.

The school is committed to conducting regular data chats based on Benchmark unit assessments and Savvas topic tests to provide timely, actionable feedback and support for teachers. PLCs will be strengthened to become more targeted and intentional, moving beyond backward planning to include MTSS-aligned discussions and ongoing progress monitoring. This approach will ensure instructional decisions are data-driven and directly linked to improved student outcomes.

Evidence-based Interventions/Strategies

Mid-Year Reflection

Evidence: Implementation Challenges and Adjustments

During the Fall semester, the school aimed to increase 5th-grade science proficiency from 55% to 68%. However, FAST PM3 results showed only a modest rise to 58%, signaling implementation challenges:

• Inconsistent interdisciplinary planning limited the impact of vocabulary and content integration across reading and science.

• PLC time was often consumed by logistics rather than deep instructional planning.

To address these challenges, the school made several key adjustments:

• District science personnel were invited to PLCs to share best practices, model item analysis, and support instructional alignment.

• Teachers were given a dedicated planning day to collaboratively develop interdisciplinary units, gather resources, and align instruction to standards.

• Weekly and biweekly assessments were used to monitor progress and inform instruction.

Evidence-Based Interventions/Strategies

Intervention 1: Science PLC with Vocabulary and Content Integration

• Strengths:
  Encourages collaboration and interdisciplinary planning.
  Builds academic vocabulary critical for science comprehension.
  District-led PLC sessions added expertise and clarity.

• Weaknesses:
  Without structured planning tools, integration may remain surface-level.
  Time constraints during PLCs can limit depth of planning.

New Actions Needed

To accelerate progress toward the SMART goal, the following actions are recommended:

• Schedule recurring district-led PLC sessions to deepen teacher capacity in science instruction and data analysis.

• Develop a shared digital resource bank with exemplar interdisciplinary units, vocabulary supports, and formative assessment tools.

• Implement structured PLC protocols that include time for reviewing student work, analyzing data, and planning reteach strategies.

• Expand small group science instruction for students below proficiency, using paraprofessionals or specials teachers.

• Continue providing planning days each quarter to allow teachers time to align instruction, gather materials, and reflect on student needs.

Evidence-based Interventions/Strategies

Mid-Year Reflection

Evidence of Implementation Challenges and Actions Taken

During the Fall semester, the school encountered several implementation challenges that directly impacted the delivery of Tier 2 and Tier 3 academic support services, particularly in mathematics.

Reduction in Support Staff:
The number of personnel available to provide small-group intervention decreased from 10 to 8 support staff members. This reduction limited the school’s capacity to consistently pull small groups, monitor student progress, and deliver targeted remediation.

• Impact: Fewer adults available for intervention resulted in a decrease in the frequency and consistency of small-group instruction, particularly for students requiring math remediation.

• Evidence: Intervention schedules reflected fewer dedicated intervention blocks, and teachers reported difficulty maintaining prior levels of small-group support.

Increased Class Sizes:
Average class sizes increased from 19 to 25 students.

• Impact: Larger class sizes reduced teachers’ ability to provide individualized instruction, differentiate effectively, and closely monitor student progress.

• Evidence: Teachers documented increased time spent on classroom management and reduced opportunities for one-on-one or small-group math support during core instruction.

Reduced Daily Math Remediation:
The combined effect of reduced staffing and increased class sizes resulted in fewer daily math intervention minutes for students.

• Impact: Students who previously received consistent math remediation experienced slower progress, increasing the need for more intensive intervention later in the semester.

Changes Implemented:
To address these challenges, the school implemented the following adjustments:

• Revised the master schedule to maximize the availability of remaining support staff for intervention.

• Prioritized students with the most significant skill deficits for small-group intervention.

• Increased strategic use of digital intervention tools, including iReady Toolbox and MDIS, to supplement reduced staffing.

• Strengthened collaboration between classroom teachers and interventionists to align Tier 1 instruction with intervention goals.

Evidence-Based Interventions and Strategies: Strengths and Weaknesses

Small-Group Math Intervention (Tier 2/Tier 3)

• Strengths: Allows for targeted instruction based on specific skill deficits; supports progress monitoring and immediate feedback.

• Weaknesses: Effectiveness was limited by reduced staffing and fewer available intervention minutes.

Digital Intervention Tools (iReady Toolbox, MDIS)

• Strengths: Provide differentiated practice, allow for independent learning, and offer real-time data to inform instructional decisions.

• Weaknesses: Limited in addressing conceptual understanding without direct teacher facilitation; not a substitute for consistent small-group instruction.

Collaborative Planning Between Teachers and Interventionists

• Strengths: Improved alignment between core instruction and intervention, ensuring reinforcement of skills across settings.

• Weaknesses: Time constraints limited the depth and frequency of collaborative planning opportunities.

New Actions Needed 

• Reallocate available personnel, including specials area teachers when appropriate, to provide additional push-in and pull-out math intervention support.

• Implement flexible student regrouping based on ongoing progress monitoring data to ensure timely response to student needs.

• Increase protected intervention time within the master schedule to restore daily math remediation.

• Provide targeted professional development focused on delivering high-impact math interventions within an MTSS framework.

The data indicates that daily math intervention is critical for student progress, particularly for students performing below grade level. Staffing constraints and increased class sizes underscored the importance of maximizing instruction.

Moving forward, the school will continue to strengthen data-driven practices, ensure alignment between Tier 1 instruction and interventions, and monitor intervention fidelity to improve outcomes. Continued focus on collaborative problem-solving within PLCs will support ongoing adjustments and ensure that instructional decisions respond to student needs.