To address the disproportionate impact on our students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students due to the effects of the coronavirus related to academic struggle, social implications, and emotional needs. We have devised a three-tiered system to support students at all levels. Strong relationships are the foundation for which learning occurs. These relationships are the student's first line of support fostered by our academic coaches and educators. These adults foster positive relationships with students that focus on a growth mindset empowering them to take ownership of their learning. After relationships have been established, teachers and interventionist utilize progress monitoring through our LMS, curriculum, formative, and summative assessment using data to identify targeted areas of need based on academic progress. Identifying and analyzing trends in student achievement. Teachers will meet this identified area of need first with differentiated lessons. Differentiated lessons will be on identified misconceptions of specific standards. Followed by teacher-supported tutoring on the specific skills and standards in addition to their scheduled class time. Ensuring students grasp the standards being taught and assessed. If students still struggle after differentiated instruction and teacher tutoring opportunities the student will then move to our second tier of intervention.
Our second tier of intervention is monitored and facilitated by our Math and ELA interventionists. These interventionists track not only academic progress throughout a course but also course completion progress. Many of our students are nontraditional and have taken breaks in their learning. Many come to us with deficits. Our intervention team looks at the courses they have taken and the courses they should take. A plan is developed to ensure students are successful and will complete courses with a depth of knowledge. In addition, interventionists will provide scaffolded instruction through the utilization of IXL. The implementation of this intervention will fill academic gaps that have transpired due to the coronavirus, life events, social and emotional well-being, and many of the various challenges these students face. Our interventionist team will be using the IXL diagnostic to identify specific areas of student need. We will be using data to drive our intervention process first with small group instruction focused on standards and skills identified in the diagnostic as an area of need. Following the small group instruction will be independent student practice and continual assessment and progress monitoring. As students gain skills and mastery of the standards, we will provide enrichment opportunities to build upon that understanding. These interventions will run in two seven-week term intervals. With data-driven small group instruction and targeted individual support, student deficiencies will decrease. Students who do not make progress will then move to our third and final tier of intervention.
The third and final tier is a collaborative discussion and a recommendation for additional support from our Exceptional Student Services team. If a student has received differentiated instruction, teacher tutoring opportunities, intervention support from our Mathematics and English Language Arts Interventionists through the implementation of small group instruction, and individualized support. The team will then provide next-step recommendations for that student in addition to the ones previously tried. The team will discuss the data, tried interventions, teacher input, student input to see if they may have academic needs that should be addressed through the use of special education services.
Our school counselor identifies students in need of social emotional support and provides services to identified major racial and ethnic groups, economically disadvantaged students, children with disabilities, English learners, gender, and migrant status; students experiencing homelessness; and children and youth in foster care as needed.
The school counselor identifies students in need of social emotional support through observation, student self-identification, school referral, and parent referral. The school counselor will provide social and emotional support services to those students in need for approximately 30 hours per week.
The school counselor uses evidence-based practices that include: 1) Strength-based approach that is used to support students' social and emotional learning. The strength-based approach includes motivational interviewing; reflective questioning and reflective conversations as well as the use of SMART Goals to guide and measure student learning and monitor and adjust student services. 2) Restorative Practices that include SEL skill building to support students' academic, cognitive, and social-emotional growth; their physical and mental health and well-being; promotion of their distinct individual identities; and learning to identify, express and manage emotions. 3) Trauma-based practices that help the students feel supported and connected; explore their strengths and identities; develop meaningful, positive relationships with adults and peers; build confidence and have access to the mental health support they need.