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Describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system.
School level progress is monitored through a variety of different diagnostic and summative assessment tools including quarterly BAS, instructional cycles based on standards with School City Assessments (literacy), quarterly School City Assessments (math), monthly writing prompts, and chapter math assessments. Teachers also utilize individual observations and keep notes during their guided reading groups.
In Literacy, staff implement a variety of instructional materials. Core materials include our leveled guided reading book room where we house thousands of titles that are leveled based on student BAS levels. Teachers also have a large collection of books for whole group balanced literacy instructional methods. We utilize multiple intervention programs for grade levels based on individual and small groups of needs. These programs include Fundations, Just Words, Phonics for Reading, LLI, and strategic skills and strategy instruction using complex text for comprehension. Supplemental materials include Readworks, ZOOM-In, Storyworks, and Newsela programs. DBES also utilizes iReady and Myon as an online programs that are used as a reading center and as homework as a supplemental reading program.
In Math, DBES utilizes components of the Go Math series and Engage New York based on the standards and the needs of the students. We utilize Reflex Math and Xtramath.org, two online math fluency programs, as both supplemental and intervention programs. We also utilize the GO Math intervention materials as a Tier 2 and Tier 3 intervention. Teachers utilize the online component of Science Scopes and the leveled readers from the new Social Studies adoption and integrate them into their literacy blocks to ensure students are instructed on the grade level standards.
DBES has created a positive and strong MTSS-RTI culture based on simple expectations grounded in continuous monitoring. At DBES, administration utilizes both formative and summative data to ascertain where large & small group trends are and teachers use the same information to concentrate on individuals. DBES placed a premium on initial data collection at the beginning of the year, gathering all of our needed BAS scores amongst other diagnostic data to determine initial needs of our students and to build the necessary interventions. Each intervention has a built in weekly data pull that is monitored over the course of the weeks to determine next steps. This information travels with students with progress monitoring folders. This tool stays with them as they move from grade level to grade level. Our school has scheduled out monthly RTI meetings for each grade level and continuously bring up students to discuss. Students are brought up by both teachers and administration based on the data we review and see.
DBES utilizes the Balanced Literacy Approach which ensures that all students are getting instructed in the LAFS and MAFS standards. Through Interactive Read Alouds, Shared Reading, Guided Reading, and Independent reading students are receiving instruction in reading skills and strategies, thinking processes, utilizing Thinking Maps when appropriate. Teachers incorporate checklists and rubrics to provide students with the opportunity to reflect on their leaning and set goals based on what is needed obtain what is needed for mastery In all subject areas, teachers utilize a variety of anchor charts, and technology such as the Recordex, laptops, document cameras.
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