Data are used to address performance across diverse group

English Speakers of Other Languages (ESOL) students have not yet attained an adequate level of English to succeed in an English-only program.  Students With Disabilities (SWD) have documented intellectual, physical, and/or emotional exceptionalities that have impacted their academic progress due to their disability.

Quality instruction is reflected by teachers’ ability to respond appropriately and flexibly to students’ different needs. Teachers nned to adjust their teaching strategies to support individual students’ learning. For example, they may use cooperative learning in some tasks and provide multi-sensory stimuli in some other tasks. In addition, tand eachers need to possess rich knowledge and skills in using different strategies and content to improve every student’s learning and achievement. Such knowledge and skills can help them make professional decisions on the most appropriate teaching strategies to support students under different circumstances.

Diverse group students performing in the lowest 25 percentile, will be remediated by participating in the Leveled Literacy Intervention for the area of English Language Arts and Go Math Strategic and Intensive Intervention.  Teachers will closely monitor ESOL students who are in their second year of the ESOL Progam with the implementation of Tier 1 Teacher Strategies and if needed will place the student in RTI to begin a Tier 2 intervention.  Students with disabilities who are more than 1 year below grade level will receive three doses of reading instruction (ESE pullout, LLI, and small group instruction with the classroom teacher).

Progress will be monitored every 10 weeks in the Leveled Literacy Program and every 8 weeks in the Go Math Strategic and Intensive Intervention.

Administration, Support Staff, Classroom Teachers

2018-09-11

2042-05-20

Tier 2 academic practices include common student needs, are linked to Tier 1

Core instruction needs to include the elements of ‘explicit instruction’, a structured method for instructional delivery that is more likely to be effective with struggling students.

Struggling students will be remediated by participating in the Leveled Literacy Intervention for the area of English Language Arts and Go Math Strategic Intervention (Tier 2).  Teachers will closely monitor the Tier 2 intervention(s).

Progress will be monitored every 10 weeks in the Leveled Literacy Program and every 8 weeks in the Go Math Strategic and Intensive Intervention. 

Administration, Support Staff, Classroom Teachers

2018-09-11

2019-05-20