Evidence-based Interventions/Strategies

Mid-Year Reflection

During the Fall semester, the school encountered several implementation challenges that impacted progress toward the Area of Focus goal of increasing 9th and 10th grade FAST PM3 proficiency from 44% to 50%. Current PM2 results show 35% proficiency, which reflects a 6-point gain over last year, but still indicates a significant gap to close.

One major challenge was the loss of an intensive reading teacher, which could not be replaced. As a result, teachers were assigned additional preps and larger class loads to compensate. This reduced available intervention time and limited opportunities for targeted small-group instruction for struggling readers. In addition, high student absenteeism disrupted instructional continuity and intervention cycles, particularly among students already performing below proficiency. We also identified inconsistent instructional rigor across some classrooms, with lessons and questioning at lower Depth of Knowledge (DOK) levels than required for FAST and AICE-style tasks. Some AICE General Paper students have also shown performance regression, suggesting a need for stronger alignment between daily instruction and analytical reading and writing demands.

To address these challenges, we are strengthening instructional alignment and intervention structures. We are implementing common FAST- and AICE-aligned prompts and response frameworks to raise rigor and standardize expectations for text-based analysis. We are increasing coaching check-ins and collaborative planning focused on DoK level, questioning strategies, and evidence-based writing. Targeted small-group supports and skill-based review cycles are being prioritized for bubble and below-level students despite staffing constraints. We are also expanding progress monitoring and data tracking practices to more quickly identify and respond to skill gaps. Additional AICE-aligned prompts and practice tasks are being developed to better support upper-level students and prevent further regression.

Common FAST- and AICE-Aligned Prompts and Writing Frameworks
Strengths: This strategey will increase alignment between daily instruction and assessment expectations. Students will receive more consistent exposure to text-based analysis, evidence-based responses, and argument structure. It will help standardize rigor across courses and better prepare students for FAST PM3 and AICE-style writing.
Weaknesses: Implementation is still being rolled out. The curriculum has only been created for 9th grade so far. 

Targeted Small-Group and Bubble Student Support
Strengths: Small-group instruction allows for focused skill remediation in reading comprehension, vocabulary, and evidence-based writing. It supports movement of near-proficient students and provides immediate feedback. We will also have small ELL groups.
Weaknesses: The loss of an intensive reading teacher and increased teacher course loads have limited available intervention time. High student absenteeism also reduces continuity and impact. We have started small groups after school for now.

Coaching Check-Ins and Collaborative Planning Focused on Rigor (DoK)
Strengths: Ongoing coaching and planning support are helping teachers strengthen questioning strategies and task design. This is improving awareness of rigor expectations tied to FAST and AICE assessments.
Weaknesses: Extra teacher preps and scheduling constraints limit the frequency and depth of coaching cycles and follow-through.

To accomplish the Area of Focus goal of increasing 9th and 10th grade FAST PM3 proficiency to 50%, several new actions are being implemented. We are increasing the use of standardized FAST- and AICE-aligned constructed response prompts across all ELA classes to ensure consistent exposure to grade-level rigor and assessment-style questioning. A 10th grade prompt bank aligned to current unit texts is being developed to mirror the district’s 9th grade AICE–FAST bridge format.

We are adding more frequent in-person instructional check-ins focused on Depth of Knowledge (DOK), text complexity, and evidence-based writing to improve rigor and consistency across classrooms. Additional modeling and exemplar responses will be provided to support teachers in raising the level of questioning and student task design.

Targeted intervention time is being tightened to prioritize bubble and below-proficient students, with structured skill cycles focused on central idea, argument analysis, and text evidence. Progress monitoring checkpoints will occur more frequently to allow faster instructional adjustments.