Evidence-based Interventions/Strategies

Mid-Year Reflection

During the Fall semester, the school faced challenges with student engagement and attendance in math interventions, particularly among students in the lowest quartile. Limited instructional time and competing academic priorities also made it difficult for teachers to fully integrate FAST preparation, ACT/SAT practice assessments, and multiple digital platforms into daily instruction.

To address these challenges, PLCs were used to better align FAST preparation strategies with priority Algebra and Geometry standards and to adjust pacing for targeted remediation. Intervention structures were modified to include more in-class small-group support, increasing student participation and reducing missed instruction. Additional professional development was provided on using DeltaMath and IXL to monitor progress and support checking for understanding, improving implementation consistency moving into the Spring semester.

Evidence-based Interventions/Strategies

Mid-Year Reflection

During the Fall semester, the school experienced challenges in consistently using strand-specific FAST ELA data to guide instruction across English and Reading classrooms. Variability in PLC implementation and limited time for in-depth data analysis reduced the effectiveness of targeted supports for at-risk students. Additionally, student attendance and engagement in reading classes and test-preparation activities (FAST retakes, SAT, and ACT) were inconsistent, particularly among students in grades 11 and 12 who had not yet met the reading requirement.

To address these challenges, the school implemented more structured PLC protocols focused on strand-specific data analysis and instructional planning. At-risk student lists were shared and reviewed monthly to improve progress monitoring and accountability. Reading classes were refined to emphasize targeted skill instruction and testing strategies, and teachers increased the use of formative assessments to monitor student growth and adjust instruction. These changes improved consistency and alignment of interventions moving into the Spring semester.

Evidence-based Interventions/Strategies

Mid-Year Reflection

During the Fall semester, the school encountered challenges in consistently implementing Stamina Reading and text-evidence writing strategies across classrooms. Some teachers—particularly veteran staff—needed refresher support to fully integrate the strategies into daily instruction, and new teachers required additional guidance through the TIER Program. Student participation in pull-out and small-group instruction was sometimes inconsistent due to scheduling conflicts and attendance issues. Additionally, balancing reading interventions with core instruction limited time for some classrooms to fully implement weekly Stamina Reading sessions and related PLC discussions.

To address these challenges, the school provided handouts and video refreshers on Stamina Reading for veteran teachers and reinforced professional development for new teachers through the TIER Program. PLCs were structured to include focused discussions on Stamina Reading strategies and text-evidence writing. Reading classes were adjusted to ensure more consistent pull-out and small-group support for level one students, and weekly Stamina Reading sessions were prioritized across all subject areas. Administrators increased classroom walkthroughs and observations to monitor fidelity, ensuring that at least 80% of teachers were implementing the strategies effectively.