Student progress specific to academic or behavior goals are monitored

Students have not mastered content area standards, as reflected in the state assessement scores.  These deficiencies combined with inconsistent attendance and parent involvment has led us to identify these specific students as being in need of RtI interventions.

Students that are failing core subjectsa re identified using BASIS. These students are then referred for RtI. The RtI team will meet bi-monthly to review the various previously identified students and determine consistencies that can be identified among this group.  Strategies will be implemented to address not only these identified consistencies, but additional data will be collected from teachers in an effort to develop success plans for each student.

We have identified various subgroups and implemented corresponding action plans.  Our level 1 and 2 readers have each been assigned a mentor through mentoring program such as Peer Counselors, National Honor Society and Spanish National Honor Society.  All 9th grade are placed in a PASL study hall.  This study hall meets 90 minutes every other day and focuses on providing strategies, support and academic assistance for these 9th graders to assure a successful transition from middle school to high school.  We also offer a similar study hall for our students whose academics and/or behavior have placed them off track for graduation.  A core group of teachers have been identified to provide them one-on-one assistance.  From December through April, we offer remediation and enrichment in all of our state tested content areas. We also offer a Language Enrichment Camp to assist our ELL students. This provides students with a unique opportunity to work on specific deficiencies they possess in each content area.  Tutoring is also availble after school Monday- Wednesday for students needing assistance completing homework, a project or studying for a test.

We use three school-wide academic programs in an effort to monitor student progress througout the year.  Our school-wide reading program is implemented bi-monthly by various teachers.  This provides students with an additional remediation opportunity in reading or math, followed up with an enrichment activity.  All english and reading teachers incorporate Reading Analysis, an online program targeted to assist students with their unique deficiencies.  All content area teachers utilize Vocabulary.com in an effort to strengthen vocubaluary skills among all students.  All three programs generate data usage reports and progress monitoring for all students.  Upon review of the data, teachers are then able to adjust their curriculum according to student deficiencies and mastery.

PASL Teachers, School Counselors

2019-01-08

2019-08-01

Policies and procedures for decision-making are established

Teachers are not using data to provide individualized instruction to improve student success on standarized assessments.

Instruct teachers on how to access and better use the data provided in BASIS 3.0, virtual couselor and Pinnacle to drive instruction in the classroom.

Teachers were provided profesional development on accessing data for ESE and ELL students. IEP plans were provided to the teachers to monitor data. Teachers were given access to platforms such as Ellevation InClass to gain access for the ELL students.

Staff development on utilizing BASIS for data is going to be offered to teachers to assist them with being able to easily assess their student data.

Teachers are encouraged to examine their own data to provide their students with individulaized instrauction.
 

Student scores will increase accordingly relative to the implementation by teachers of strategies based on the datapoints that they access.

Marietta DeArmas

2019-01-30

2019-06-03