Evidence-based Interventions/Strategies

Mid-Year Reflection

• New and Novice teachers
• No enrichment program (i.e. iReady) for students below grade level to work in.
• Small groups (teacher-lead) and rotation stations:  Teachers needed more deliberate professional development based on content are.
• Use of interactive notebooks for a consistent and unified writing initiative aligned with the reading initiative.
• Not enough ESOL dictionaries for students to refer to in each core content area.
• No rich student discourse.

• Strategic placement of students and teachers to better address achievement gaps.
• Created Learning strategies and Research classes to reinforce standards and skills (used as a skill building class or tutoring).
• Curated ESE Support Facilitators to push into core classes with high concentration of ESE students.
• Utilized additional support staff to manage and support students – Behavior Tech, ESOL Para, ESE Para.
• Adoption of iReady to address achievement gaps for Math and ELA.
• Professional development from district and on-site Literacy coaches and teacher leaders to lesson plan and improve implementation of the teacher lead small groups, improve activities in rotation stations.
• Provided training and the expectation to implement interactive notebooks in every classroom.
• Secured ESOL and English dictionaries with use of grant funding.
• Implemented a school-wide expectation to use Dok 3-4 question stems in collaborative groups.

• Use of teacher lead small groups:  Strengths – when done effectively, students demonstrated growth and understanding more consistently. Weaknesses – not all teachers were adept in what to teach in small groups.
• Use of anchor charts: Strengths – teachers were consistently referring to the standard, thus, the goal of each lesson.  This also allow for constant reviewing and revising of knowledge.  Students also learn to recognize and use academic vocabulary.  Weaknesses – teachers that did not use them effectively, and students were not exposed to the language.  Had to turn this into a mandate.
• Use of interactive notebooks:  Strengths – when used with fidelity, students demonstrated understanding and were actively engaged in learning.  Weaknesses – not used school-wide, had to circle back and mandate this as a school-wide initiative. 
• Use of exit tickets – Strengths – allowed for immediate feedback and consistent checks for understanding; Weaknesses – only used 1 time a week due to block schedule.  
• ELOs – push ins/ pull outs, after school tutoring