Evidence-based Interventions/Strategies

Mid-Year Reflection

• Meeting with students not enrolled in ELA classes for the Fall Term on a 4x4 Block schedule;
• Pull-out and Push-in groups by Literacy Coach for students enrolled in an ELA course;
• implementation of school-wide literacy plan with usage of Albert iO where students practice standards-based literacy enrichment skills on a biweekly schedule for all students including those not enrolled in an ELA Course;
• ELA tutoring offered after school weekly to all students for remediation and/or enrichment practices.

Targeted Small-Group Instruction and Tier 2 Supports
Strengths:
Small-group instruction effectively addressed specific skill gaps identified through PM1 and PM2 data, particularly for students near proficiency. This approach allowed teachers to provide differentiated instruction focused on reading comprehension, vocabulary development, and writing structure, contributing to measurable student growth.

Weaknesses:
Scheduling constraints and attendance inconsistencies occasionally limited student participation in intervention sessions. Additionally, progress monitoring required frequent adjustments to ensure instructional groups remained responsive to student needs.

Evidence-based Interventions/Strategies

Mid-Year Reflection

• Meeting with students not enrolled in a math class for the Fall Term on a 4x4 Block schedule.
• Pull-out groups by Literacy Coach for students enrolled in an ALG 1 course to online with Varsity Tutors in "High Dosage" remediation sessions for 45 minutes 2 times per week;
• implementation of school-wide math support plan with usage of Albert iO where students practice standards-based match enrichment skills on a biweekly schedule for all students including those not enrolled in a math course;
• Math (Algebra 1 and Geometry) tutoring offered after school weekly to all students for remediation and/or enrichment practices.

Intervention/Strategy 1: Targeted Small-Group Instruction for Lowest Quartile Students

Strengths:
Small-group instruction allowed teachers to directly address skill gaps identified through diagnostic data and ongoing formative assessments in Algebra 1 and Geometry. Instruction focused on prerequisite skills, problem-solving strategies, and mathematical reasoning, which increased student confidence and engagement. Progress monitoring data indicated steady improvement among Lowest Quartile students, supporting gains toward the Learning Gains target.

Weaknesses:
Scheduling challenges and inconsistent attendance sometimes limited sustained participation in small-group sessions. Additionally, the varying levels of foundational gaps among Lowest Quartile students required frequent regrouping and instructional adjustments