Evidence-based Interventions/Strategies

Mid-Year Reflection

To continue working toward our goal of achieving 52% proficiency on the STAR PM3, all K-2 teachers will implement the UFLI phonics program as part of their Tier 1 instruction. Additionally, targeted interventions will be provided to students identified through PM2 data to close existing gaps and support their progress toward proficiency.

With a current proficiency score of 33%, Mirror Lake will continue to implement additional interventions, including targeted small group support for grades K-2. We will also closely monitor student data and implement RTI strategies for all students performing below proficiency to ensure continuous progress.

Evidence-based Interventions/Strategies

Mid-Year Reflection

1. Proficiency Growth:

   • Evidence of our progress toward our goal is reflected in the PM2 learning gain of lowest 25% in Math is 43%. To continue to support their achievement, we will provide targeted interventions to help these students meet their goal for PM3. These efforts will ensure that we meet our goal of 60% learning gain of lowest 25% in Math for grades 3-5.

2. Learning Gains:

   • Double-digit growth in learning gains has been observed across all grade levels between PM 1 and PM 2, showing that interventions are effectively supporting student progress.

3. Subgroup Improvements:

   • Early analysis of subgroup data indicates positive trends in ESE, ELL, and economically disadvantaged students, suggesting that targeted strategies are yielding results.

4. Engagement with iReady Pathways:

   • Regular and consistent use of iReady Pathways in small group rotations has contributed to individualized growth and skill mastery, ensuring that students are working on their appropriate instructional level.

5. FAST Progress Monitoring:

   • PM 2 results reveal that students are not only making learning gains but are also performing closer to grade-level expectations, indicating a reduction in learning gaps.

6. Teacher and Parent Observations:

   • Teachers and parents report increased student confidence and engagement in Math.

7. Intervention Effectiveness:

   • Data shows that students receiving interventions are making measurable gains.

The data clearly indicates that while we are on track to meet our goal of 60% learning gain of lowest 25% in Math, additional interventions are needed to ensure continued success in achievement, growth, and addressing learning loss.

Evidence Supporting the Need for Additional Interventions:

1. Proficiency Progression:

   • Although some identified students may not yet be proficient, we are strategically planning targeted interventions to close their learning gaps and reach our goal of 60% learning gain.

2. Learning Gains by Grade Level:

   • Double-digit achievement gains in PM2 are evident and highly encouraging, demonstrating the effectiveness of current interventions. However, sustaining this growth across all grades will require enhanced support to maintain momentum and address areas where students may still be facing challenges.

3. Learning Loss Recovery:

   • While growth is evident, the current data does not fully capture the extent of residual learning loss from previous years. To prevent regression and ensure equity in student achievement, tailored interventions must address those who are progressing slower than their peers.

4. Focus on Subgroups:

   • To meet the 60% target, specific attention must be given to subgroups such as ESE, ELL, and economically disadvantaged students who may require differentiated approaches to overcome unique challenges.

1. Expand Targeted Interventions for Subgroups:

   • ESE & ELL Students: Increase pull-out or push-in small group sessions focusing on foundational skills and math Facts. Ensure alignment with students’ IEPs. Provide additional resources like after-school tutoring, home-learning materials, and access to adaptive learning software to address learning loss.

2. Strengthen Data-Driven Instruction:

   • Conduct biweekly progress monitoring to identify trends and immediately adjust interventions for low-performing students.
   • Use item-level analysis of FAST assessments to pinpoint specific standards that need reteaching.

3. Increase Intensity of Intervention Scheduling:

   • Incorporate daily intervention blocks for students not showing adequate progress.
   • Extend the use of iReady Pathways in small group rotations to ensure personalized practice time for all students.

4. Enhance Professional Development for Teachers:

   • Provide focused training on differentiation and intervention strategies to address the unique needs of subgroups.
   • Share best practices from high-performing classrooms during PLCs to replicate successful strategies across grade levels.

5. Engage Families:

   • Offer workshops for parents to help them support Math at home, particularly for subgroups and struggling learners.

Evidence-based Interventions/Strategies

Mid-Year Reflection

1. Proficiency Growth:
   • Evidence of our progress toward our goal is reflected in the PM2 ELA proficiency score of 40%, marking a 16% increase from PM1. Additionally, 25% of students in grades 3-5 are nearing proficiency. To support their achievement, we will provide targeted interventions to help them reach proficiency. These efforts will ensure that we meet our goal of 60% proficiency in grades 3-5.
2. Learning Gains:
   • Double-digit growth in learning gains has been observed across all grade levels between PM 1 and PM 2, showing that interventions are effectively supporting student progress.
3. Subgroup Improvements:
   • Early analysis of subgroup data indicates positive trends in ESE, ELL, and economically disadvantaged students, suggesting that targeted strategies are yielding results.
4. Engagement with iReady Pathways:
   • Regular and consistent use of iReady Pathways in small group rotations has contributed to individualized growth and skill mastery, ensuring that students are working on their appropriate instructional level.
5. FAST Progress Monitoring:
   • PM 2 results reveal that students are not only making learning gains but are also performing closer to grade-level expectations, indicating a reduction in learning gaps.
6. Teacher and Parent Observations:
   • Teachers and parents report increased student confidence and engagement in Reading.
7. Intervention Effectiveness:
   • Data shows that students receiving interventions are making measurable gains.

1. Proficiency Progression:
   • Although proficiency rates have risen from 24% to 40%, a 16% increase, the gap to 60% proficiency is still significant. This indicates a need for targeted strategies to close the remaining 20% gap.
2. Learning Gains by Grade Level:
   • Double-digit increases in learning gains between PM 1 and PM 2 are highly encouraging and demonstrate the potential of current interventions. However, sustaining this growth across all grades will require enhanced support to maintain momentum and address areas where students may still be struggling.
3. Learning Loss Recovery:
   • While growth is evident, the current data does not fully capture the extent of residual learning loss from previous years. To prevent regression and ensure equity in student achievement, tailored interventions must address those who are progressing slower than their peers.
4. Focus on Subgroups:
   • To meet the 60% target, specific attention must be given to subgroups such as ESE, ELL, and economically disadvantaged students who may require differentiated approaches to overcome unique challenges.

1. Expand Targeted Interventions for Subgroups:
   • ESE & ELL Students: Increase pull-out or push-in small group sessions focusing on foundational skills and building reading stamina. Ensure alignment with students’ IEPs. Provide additional resources like after-school tutoring, home-learning materials, and access to adaptive learning software to address learning loss.
2. Strengthen Data-Driven Instruction:
   • Conduct biweekly progress monitoring to identify trends and immediately adjust interventions for low-performing students.
   • Use item-level analysis of FAST assessments to pinpoint specific standards that need reteaching.
3. Increase Intensity of Intervention Scheduling:
   • Incorporate daily intervention blocks for students not showing adequate progress.
   • Extend the use of iReady Pathways in small group rotations to ensure personalized practice time for all students.
4. Enhance Professional Development for Teachers:
   • Provide focused training on differentiation and intervention strategies to address the unique needs of subgroups.
   • Share best practices from high-performing classrooms during PLCs to replicate successful strategies across grade levels.
5. Engage Families: