Our main intervention during the school day is the creation of transitional classrooms. Students in transitional classrooms, with a maximum of 18 students, are those who are not far enough behind to be retained, but are not academically ready for the next grade level. Teachers were chosen for transitional classrooms with the goal to assist students to reach at least one and one half years' growth. Benchmark and progress monitoring data from Galileo, DIBELS, and classroom assessments will be used to monitor the progress of our students in transitional classrooms. Our administrators and instructional coaches will observe classrooms and provide coaching and feedback to increase teacher effectiveness in the classroom.
We also created an EL teacher position at each of our elementary schools to provide targeted instruction. An additional School Counselor position was created for one school currently without a counselor on staff to provide services to students, teachers and families. Galileo and DIBELS data will be used to monitor student progress. The "end" indicator will be AZELLA results. REVISION 2 (5/10/2022) ADD: WE added two EL teachers to this line item.
The need for each school site to have a School Counselor is recognized through discipline incidents, student self-regulation, and emotional health of both students and teachers. We added a school counselor position for one of our schools which does not have a counselor at this time. Counseling logs will be reviewed to monitor effectiveness, as well as the notes from safety team meetings. Student discipline reports will also hep to determine if interventions are effective.
Our after school programs were increased with more teachers who will use district approved programs to offer interventions to students. We also will provide enrichment activities to increase students' interests and social skills. Benchmark and progress monitoring data from Galileo, DIBELS, and classroom assessments will be used to monitor the progress of our students. The results will also be used to determine who needs to attend tutoring, as we want the groups to be fluid throughout the year.
Summer school programs for the next 2 summers are enhanced by extending School Counselor contracts to provide services to students during summer school. We also will have two special education teachers and two special education paraprofessionals at each school prepared to work with students on their IEP goals throughout summer school. Special education students will monitored by data collected on IEP goal progress. Counseling logs will document the need for School Counselors in the Summer, as well as disciplinary records.
Additional technology will be purchased to support students in and out of the classroom. We will purchase 1000 Chromebooks to allow for 1-1 in the classrooms, which will increase student access to our educational programs for practice, intervention, and enrichment It will also assist us should we need to quarantine classrooms, as we will have enough devices to send home with students. 40 ActivPanels will be purchased and installed in classrooms to increase student engagement in learning and enhance instruction. Classroom walk-throughs monitoring engagement and effective use of technology in classrooms will be used to determine the need for professional development or individual coaching to increase effectiveness. Usage reports from our educational programs will also be used to ensure our approved technology programs are being used to support students.
Programs such as Second Step, DIBELS mCLASS, Reading, and Intervention, IXL, and NewsELA are supports we will offer to transition teachers and those working with students during after school program and summer school. Usage reports will be monitored as well as student data to determine effectiveness.
We will also purchase professional development to train our educators to effectively support our students' academic and social emotional wellness. Surveys following professional development will assist us in knowing if training was helpful to staff. Classroom walk-throughs will help monitor the implementation of professional development topics/skills, and student data including benchmarks, attendance, and discipline will show the effectiveness of our implementation and if adjustments need to be made.
Training provided by an ADE Approved Dyslexia presenter for 30 K-3 classroom teachers in FY22 and 20 K-3 classroom teachers in FY23. Virtual training will consist of six full days of training. For FY22, training days are March 4 & 5, March 25 & 26, and April 22 & 23. Training is provided by Barbara Steinberg from PDX Reading. trained teachers will support colleagues with implementing teaching strategies to support our struggling readers, especially those identified through our Dyslexia screener as exhibiting possible characteristics of dyslexia. Effectiveness will be measured through DIBELS mCLASS with dyslexia screener. We will also have TAT meeting notes to document interventions provided to students who are being considered for a CST meeting.
Our district plans to build a teacher housing complex to assist in recruitment and retention of teachers/staff. We have lost staff members due to a lack of affordable housing in the district and/or having their rentals sold by the owner leaving them with nowhere to live. Even new staff cannot find affordable housing and have to decline or break their contracts. This leads to open teaching positions, rotating substitute teachers in classrooms, and larger class sizes due to the need to combine classrooms. This is not healthy for the students academically or with social/emotional wellness. By providing a lower cost option for our staff, we hope to not only recruit qualified staff, but retain them in our district.