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.

DBMS staff reaches out to appropriate staff members for attendance concerns, utilizes MTSS (discipline, academic and attendance concerns), monitors FOCUS behavior reports, incorporates Extended Learning Opportunities, schedules parent/teacher/student conferences, progress monitors students' performance through interim reports, report cards, Guidance referral/support, PM & Common Formative Assessments and Professional Learning Community teacher collaboration to provide remediation instructional strategies to address low proficiency. We use the decision tree for appropriately placing students in reading classes that focus on their needs for reading interventions. School counselors will incorporate Attendance celebrations.

Math
Interventions used to improve student academic performance in Mathematics achievement starts with students being identified by teachers, administration, guidance or support staff for MTSS (Multi-Tiered Supports Systems), and RTI (Response to Intervention). After students are identified as needing mathematics interventions, a variety of methods are employed to address their needs. Teachers are involved in Professional Learning Communities (PLCs) on a weekly basis.  During PLCs, tier I standards-based classroom instruction is addressed.  Teachers share best practices through data driven discussions and receive feedback from administrators who are a part of the PLCs. Daily and weekly formative assessments aligned to learning standards and daily instructional target are implemented as a part of the teaching and learning process.  Formative assessments include but are not limited to interactive journals, exit slips, tickets out the door, academic games, graphic organizers, electronic and paper-based quizzes. Differentiated Instruction through math center rotations/stations based on skill, need, and interest for teacher-directed instruction and technology integration for remediation, and enrichment purposes. Performance Matters will be used as supplementary technology integration support tools along with Khan Academy and Savvas Successmaker. Students also track their progress through goal setting and maintaining data charts.  Students will take  FAST PM1 (Progress Monitoring) and PM2 and depending on how they score, students will receive additional intervention through push-ins or pull-outs with the Math Coach who will be working with students by utilizing strategies to increase students’ success in math.  Extended Learning Opportunities will be available through tutoring and push in/pull outs.

Social Studies 
In effort to maximize the learning process when instruction does not yield the expected outcome, we utilize various interventions to help our students strengthen those weakened areas.  An intervention for a tested area such as Civics, we provid after school tutoring, pull-outs, and extended learning opportunities through a Civics Camp that we offer depending upon funding.  This is done to help prepare our 7th grade students for the Civics EOC.  Social Studies teachers are working with our Instructional Support Facilitator from Secondary Education and Civics teachers collaborate through PLC's by sharing best practices through data driven conversations. Social Studies is supporting ELA by incorporating Reading Across the Curriculum strategies into the classroom.
 
Science
To maximize the learning process when instruction does not yield the expected outcome, we utilize a variety of interventions to help our student strengthen those weakened areas.  Science utilizes hands-on learning opportunities to engage students with standards being taught.  Teachers are attending weekly Professional Learning Communities to share best practice through data driven discussions focused on Common Formative Assessments.  Science teachers are working with our Instructional Support Facilitator from Secondary Education.  Students will be utilizing Discovery Education Curriculum to ensure understanding of key standards.  Students are awarded the opportunity to participate in Extended Learning Opportunities provided through the school.  Science is supporting ELA by incorporating Reading Across the Curriculum strategies into the classroom.
 
English Language Art
We use the decision tree for appropriately placing students in reading classes focused on their needs of reading interventions.  Teachers for ELA and Reading classes are utlizing programs in HMH.  Teachers are utlizing Reading Across the Curriculum reading strategies. Achievement Level Descriptors and feedback is being utilized in the classroom. In Language Arts student will take the FAST PM1 (Progress Monitoring) and PM2 and depending on how they score students will receive additional intervention through push-ins or pull-outs with the Reading Coach. Extended Learning Opportunities that will take place during and after-school to increase student achievement in reading and writing. Teachers are involved in Professional Learning Communities (PLCs) on a weekly basis.  During PLCs, tier I standards-based classroom instruction is addressed.  Teachers share best practices through data driven discussions and receive feedback from administrators who are a part of the PLCs.

PLC Meeting Schedule

RtI Team Meeting Schedule

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