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.

Math

Strategies to improve mathematics academic performance will include ongoing professional learning focused on rigorous standards-aligned instruction, effective classroom stations, data-driven instruction, differentiation, and the effective use of district-adopted instructional resources, including Savvas, Achievement Level Descriptors (ALDs), and Performance Matters.

Teachers will engage in horizontal and vertical collaborative planning during PLCs and Common Planning to develop rigorous, standards-aligned lessons and common formative assessments. FAST PM1 data will establish baseline student performance, while PM2 data will be used to evaluate midyear progress and identify students requiring additional remediation or enrichment. 

School-based and district support personnel will provide ongoing assistance with the implementation of Achievement Level Descriptors and Depth of Knowledge (DOK), development and analysis of common formative assessments, instructional rigor, classroom stations, and targeted small-group instruction. Additional support will be provided for Algebra and Geometry through Performance Matters and other district-approved resources.

English Language Learners (ELL)

English Language Learners will participate in targeted instructional activities and formative assessments designed to strengthen English language proficiency and academic achievement. Student progress will be monitored using appropriate language proficiency measures, including the Idea Proficiency Test (IPT), WIDA assessments, and other district-approved assessment tools.

Teachers will use WIDA reports, Can Do Descriptors, Ellevation resources, and student performance data to identify and address individual learning needs. When appropriate, the master schedule will include strategically cohorted groups of ELL students to allow core instructional teams to collaboratively plan and differentiate instruction based on students' language proficiency levels.

ELA and Social Studies teachers will incorporate differentiated instruction and scaffolding strategies for English Learners, including supports embedded within district-adopted instructional materials. Schoolwide instructional tools and identified ELL strategies will be used to promote consistent implementation across classrooms.

School-based and district support personnel will provide ongoing professional learning, collaborative planning, classroom support, technology training, and instructional coaching to strengthen teacher capacity and promote the academic and language development of ELL students.

Students with Disabilities (SWD)

Strategies to improve academic outcomes for Students with Disabilities will include ongoing collaboration between support facilitators, ESE personnel, and classroom teachers during PLCs and collaborative planning.

Teams will identify research-based instructional strategies and incorporate appropriate supports into standards-aligned lesson plans. Teachers will implement differentiated instructional strategies, monitor their effectiveness using student performance data, and make adjustments based on individual student needs.

A schoolwide student accommodation monitoring process will be utilized to support consistent implementation of accommodations identified in students' educational plans. School leadership and ESE personnel will monitor implementation and provide ongoing support to ensure students have appropriate access to grade-level instruction and opportunities to close achievement gaps.

English Language Arts (ELA)

ELA instruction will utilize HMH formative assessments, selection assessments, district common formative assessments, and FAST PM Data to continuously monitor student achievement and guide instructional decisions.

FAST PM1 will establish baseline performance, while PM2 will be used to evaluate midyear growth and determine necessary instructional adjustments. 

Teachers will engage students in data chats and goal-setting activities to increase student ownership of learning. School leadership will conduct ongoing data conversations with instructional staff to monitor student progress, identify trends, and provide targeted instructional support.

Remediation and enrichment will be provided using district-approved resources and will be adjusted based on formative and diagnostic assessment results. School-based and district instructional support personnel will assist the ELA team with cross-analysis of FAST data, standards-aligned lesson planning, professional learning, classroom-based instructional support, and implementation of identified literacy instructional practices and look-fors.

Additional support will be provided for specialized reading interventions and programs to ensure appropriate implementation, pacing, progress monitoring, and targeted instruction for students requiring intensive reading support.

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