DBPS for student outcomes occurs across content areas, grade levels, and tiers

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

The RtI team will meet bi-monthly to review identified students and determine consistencies among the group.  Strategies will be put in place 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 our school wide mentoring program, Kefford's Kids.  Mentors meet bi-monthly with their mentees to review current academic standing and any social or emotional concerns.  Mentors then complete a session log and follow up with the program coordinator.  A random selection of students in 9th grade have been identified and placed in a PASL study hall with previously identified teachers.  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, MOVE, 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 through our Saturday program.  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 in our Media Center 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 literacy program, Flanagan Reads and Writes (FRW), is implemented bi-monthly from 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 Achieve 3000, an online program targeted to assist students with their unique deficiencies.  All content area teachers utilize Vocabulary.com in an effort to strengthen vocabulary 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.

Mrs. Jennell Ward, Literacy Coach

2019-01-10

2019-08-31

Effective data tools are used appropriately and independently by staff

BASIS has added additional features; therefore, our staff must be trained prior to use.

Our district liaison will train our leadership team during the month of October.  The leadership team will in turn train all staff members on the November Professional Study Day.  Moving forward, all staff members will be able to utilize the new features of the BASIS program.  In addition, we will develop quarterly professional development to train the staff on the use of tools to graphically display academic, behavior, and/or social emotional data.

1. Collaborate with team to decide initial training dates
2. Meet with district support to verify eligibility
3. Send pre-assessment to find out what staff knows and needs to know
4. Train staff
5. Follow up- Send post-assessment to staff to identify skill level
6. Team will monitor progress monitoring data

Success will be monitored through pre-and post-assessments.  Additionally, the team will monitor BASIS for progress monitoring.

Kristine Knapp - Assistant Principal

2019-01-11

2019-04-05