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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.
For the 2024-2025 school year, we have developed a comprehensive Attendance Plan to tackle attendance challenges among our students. This plan incorporates Tier 2-3 interventions and proactive communication with families, led by key staff members such as the Assistant Principal, School Counselor, and School Social Worker. Attendance records are closely monitored, and we follow a clear guideline: 5 tardies, 5 unexcused absences and/or 10 unexcused absences for two marking periods trigger FOCUS to send the parent/guardian a notification via email. Teachers are also instrumental in this process, reaching out to parents when students approach the threshold of 5 unexcused tardies or 10 unexcused absences.
Although suspensions are not a significant issue, we handle student behavior individually, with our MTSS/RtI team collaborating with classroom teachers to address and prevent disruptive behaviors throughout the school. A common issue noticed was that what was acceptable behavior for one class ended up being unacceptable for another. This lead to behavior concerns in common areas that lead to confusion for supervising staff for addressing the concerns and teachers with differ levels of concerns. At the start of the year, we emphasized the implementation of the CHAMPS model for classroom behavior management. All teachers are expected to use CHAMPS in their classrooms, and schoolwide CHAMPS expectations are reinforced in common areas such as hallways, media and the cafeteria.
We offer academic interventions for students, particularly those scoring at Levels 1 or 2 in ELA and Math FAST assessments. These students participate in daily GTG Reading sessions, where instruction is personalized to address specific skill gaps. ELA classrooms are required to incorporate small group instruction and differentiated learning centers, including a mandatory iReady center. Both Reading and Math students at Levels 1 and 2 receive targeted support, with resource teachers providing push-in and pull-out interventions. Classroom teachers facilitate small group rotations based on student needs, while Math classrooms also include differentiated centers, such as iReady Math and IXL center. Resource teachers consistently support students in grades K-5 through these interventions. Additionally, Extended Learning Opportunities (ELO) will be funded through SAC this year to ensure extra learning time is available.
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| Measurable Outcome (SMART Goal) |
Professional Development |
Budget |
Monitoring |
Results
(End of Year) |
| 1. By June 3, 2025, Lakeside Elementary will increase overall student learning gains from 84% to 86%, as measured by FAST, through targeted interventions and continuous progress monitoring. 2. By June 3, 2025, Lakeside Elementary will improve learning gains among the lowest 25% of students from 73% to 75%, as measured by FAST, by implementing targeted strategies and ensuring alignment with the school's mission to promote academic growth and equity. |
Science of Reading Professional Development Training |
$0.00
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Classroom Observations, PM1, PM2, PM3, Data Chats |
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Evidence-based Interventions/Strategies |
| Evidence-based Intervention/Strategy 1 |
Providing effective Tier 1 instruction |
| Person(s) Responsible |
Principal, Assistant Principal, Literacy Coach, Teachers |
| Deadline |
6/3/2025
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| Evidence-based Intervention/Strategy 2 |
Push-in / Pull-out Small Group Interventions |
| Person(s) Responsible |
Principal, Assistant Principal, Literacy Coach, Resource Teachers |
| Deadline |
6/3/2025
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| Evidence-based Intervention/Strategy 3 |
Providing enrichment Instruction for gifted/high achieving students |
| Person(s) Responsible |
Principal, Assistant Principal, Literacy Coach, Teachers |
| Deadline |
6/3/2025
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Mid-Year Reflection |
| Is the Intended Outcome on target to being achieved for this specific Goal? |
Yes
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| Is desired progress being made to accomplish the intended outcome for this Goal by the end of the school year? |
No
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| What measures were used to determine if the strategies/interventions were effective? |
| Our first goal states that by June 3, 2025, Lakeside Elementary will increase overall student learning gains from 84% to 86%, as measured by FAST, through targeted interventions and continuous progress monitoring. As we evaluate the first half of the school year, it is evident that the implementation of strategies and interventions have positively impacted student achievement. To measure the effectiveness of these efforts, we compared results from PM1 and PM2 assessments. The data shows a 26% increase in overall learning gains, improving from 20% in PM1 to 46% in PM2. Comparing last years results, at this same time, the scores are on similars paths, providing positive predictions to be on target towards meeting the goal.
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| What further action steps must be continued, or added, to sustain the Intended Outcome? |
| To sustain and expand these outcomes, several action steps have been implemented. ELO sessions, offered in the first semester, will continue into the second semester, with an adjustment to rotate students and provide interventions to a new group. This rotation ensures more students to benefit from targeted support. Additionally, support staff and specials teachers are being utilized to push into classrooms and assist with interventions, maximizing instructional capacity without additional costs to various grade levels and subgroups.
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| What steps could be taken to improve results with this strategy/intervention for low-performing subgroups? |
| To improve results for low-performing subgroups, it is critical to explore alternative funding sources to expand ELO sessions, interventions to all grade levels and subgroups. In the meantime, we continue to focus on implementing effective instructional strategies, use data-driven decision-making, and provide teachers with professional development opportunities to ensure all staff are equipped to meet the diverse needs of our students. These steps will continue to help build upon the positive gains we have achieved so far.
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| Measurable Outcome (SMART Goal) |
Professional Development |
Budget |
Monitoring |
Results
(End of Year) |
| 1. By June 3, 2025, Lakeside Elementary will increase overall student learning gains from 84% to 86%, as measured by FAST, through targeted interventions and continuous progress monitoring. 2. By June 3, 2025, Lakeside Elementary will improve learning gains among the lowest 25% of students from 73% to 75%, as measured by FAST, by implementing targeted strategies and ensuring alignment with the school's mission to promote academic growth and equity. |
Science of Reading Professional Development Training |
$0.00
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iOBservation, Periodic Data Chats, individual and group |
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Evidence-based Interventions/Strategies |
| Evidence-based Intervention/Strategy 1 |
Providing effective Tier 1 instruction |
| Person(s) Responsible |
Principal, Assistant Principal, Literacy Coach, Teachers |
| Deadline |
6/3/2025
|
| Evidence-based Intervention/Strategy 2 |
Push-in / Pull-out Small Group Interventions |
| Person(s) Responsible |
Principal, Assistant Principal, Literacy Coach, Resource Teachers |
| Deadline |
6/3/2025
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| Evidence-based Intervention/Strategy 3 |
Providing enrichment Instruction for gifted/high achieving students |
| Person(s) Responsible |
Principal, Assistant Principal, Literacy Coach, Teachers |
| Deadline |
6/3/2025
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Mid-Year Reflection |
| Is the Intended Outcome on target to being achieved for this specific Goal? |
Yes
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| Is desired progress being made to accomplish the intended outcome for this Goal by the end of the school year? |
No
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| What measures were used to determine if the strategies/interventions were effective? |
Lakeside Elementary’s second goal, focused on improving learning gains among the lowest 25% of students from 73% to 75% by June 3, 2025, has shown promising progress. The results from PM1 to PM2 indicate that gains for the lowest 25% of students increased from 9% to 38%, signaling that the targeted strategies implemented are effective and aligned with our mission to promote academic growth and equity.
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| What further action steps must be continued, or added, to sustain the Intended Outcome? |
To sustain the intended outcome of improving learning gains among the lowest 25% of students, Lakeside Elementary will continue implementing and refining several key strategies. Targeted ELO camps will remain a priority, with a rotation system in place to ensure broader access to interventions for more students. Data-driven instruction will be emphasized by regularly analyzing assessment data to identify individual student needs and tailoring instruction accordingly. Support staff and specials teachers will continue providing in-class push-in support through small-group or one-on-one interventions, maximizing instructional capacity. Progress monitoring will be conducted frequently to assess student progress and allow for timely interventions for those not meeting expected gains. Additionally, professional development opportunities will be offered to equip teachers with effective strategies for supporting struggling learners, ensuring they have the tools needed to drive academic success.
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| What steps could be taken to improve results with this strategy/intervention for low-performing subgroups? |
To improve results for the lowest 25% and low-performing subgroups, Lakeside Elementary will implement additional measures aimed at addressing specific challenges and promoting equitable academic growth. A strong focus will be placed on interventions by providing additional supports to the lowest 25%, helping to address foundational skill gaps. Differentiation and small group instruction will continue to be utilized to meet the diverse learning needs and backgrounds of students, ensuring instruction is both inclusive and effective. Parental engagement will also be prioritized by increasing communication with families, providing them with resources and strategies to support learning at home.
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