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What will be done:
These are some related adjustments we made:
We altered the master schedule to increase intervention time for students, so both students and staff were given more intervention time. We increased more intervention time outside of the core.

Who will do it: MTSS team will make recommendations

When will it be implemented: 2022-2023 school year

What data will be collected: MTSS team will assess the number of students with D's and F's on a bimonthly basis at Friday MTSS meetings. We will use EduClimber to analyze data.

How often will data be reviewed: bimonthly

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Prediction: When we provide defined interventions/ systematic support during the school day, fewer students will have Fs.

Data:
Interview: Survey teachers on what interventions and systematic supports they are providing to students during the day.

Review: Review current intervention offerings of before, after and weekend academic intervention and supports offered

Review: Pull data to determine how many students have Fs are students who ride the bus to determine if transportation is a barrier (# of Fs list compared to bus list)

(compare the out of school offerings/opportunities to the school day offerings to determine where more supports are needed- outside of school hours or during school hours)

Validated: Yes

How did you validate your hypothesis? analyzed data points above

What did you discover? There were no offerings of intervention for students other than before/after school time and offerings of support by teachers and departments were inconsistent

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Prediction:  ELA ACT scores were steadily declining because of a lack of skill-based intervention at the high school level.

Data: ACT Trend Data

Validated: Yes? No? Somewhat - Our reading scores over the last few years have been maintaining or improving because the top percentage of students' scores are increasing; however, our most struggling students' scores are declining. The same is found in English.

How did you validate your hypothesis? Through analyzing trend scores and evaluating what supports we have in place currently for our struggling students.

What did you discover? Our most at-risk students in ELA are not successful even in 9th grade and we offer accommodations but not interventions for students several grade levels below.

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Prediction:  When sixth grade develops structured intervention time, then fewer students will have Ds and Fs. When seventh and eighth grade schedules allow for more flexibility through the school day giving them a specific intervention time, then fewer students will have Ds and Fs.

Data: Used master schedule, intervention schedule, and grades from groups of intervention students.

Validated: Yes

How did you validate your hypothesis? We reviewed our master schedule from the 2021-2022 schedule.

What did you discover? Identified that students were being pulled from core classes for intervention (example - math  students were being pulled during math class for intervention time).

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Prediction:  When there is an established relationship between student, parent, and teacher, students will have 3 or fewer behavior referrals during the 2nd quarter.

Data: 20 students have 4+ referrals

Validated: Yes

How did you validate your hypothesis? By the end of the year, 30 had earned 10 or more referrals.

What did you discover? Second Step (SEL) and relationships are done with fidelity and students are successful. We need a designated time to teach beyond the curriculum.

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What will be done: The high school will utilize an advisory schedule, implementing a support time for students where intentional grouping is utilized matching student skill deficits with corresponding teachers to provide needed intervention. Student F’s will be decreased from 15.2% to 14% as a result of the targeted intervention(s) students receive. Focus of the intervention/support time will be reteaching of skills, work completion, test re-takes, and pre-teaching skills.

Who will do it: All teachers

When will it be implemented: 22-23 school year, homeroom schedule daily with academic intervention time 2 times a week

What data will be collected: Grades/F's list

How often will data be reviewed: Quarterly

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What will be done: Research methods of intervention specific to ELA at the high school level. Try to integrate an ELA support class period for students that work on skill-building and core class support.

Who will do it: Our ELA team (PLC) and administration

When will it be implemented: We hope to collaborate with other schools through this coming school year and offer at least one support class for our freshmen.

What data will be collected: End of Unit Assessments, Pre-ACT Scores, Skill-Based Intervention Assignment Results

How often will data be reviewed: Quarterly and Yearly

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What will be done:  8th grade - Using Block 3, develop and implement a 6th rotation that teaches executive functioning skills in Penta 1 - 3, and transitioning to high school in Penta 4 - 5.  Students that will be designated for Rotation 6 will be determined by their current academic performance, teacher recommendations, appearance on the credit’s list, and/or MAP Rit Score.  There will be no more than 25 students in Rotation 6 for each penta.  Using current resources, (HOPS, Trails, Peers, A Five is Against the Law) curriculum will be created and implemented.  Expected outcomes will be a decrease in students that are struggling or failing classes.  We expect the numbers of students on the credits list will decrease. In 7th grade, activities and schedule will be created for advisory lessons.

Who will do it:  Admin, Gill, Ballance, Counselors Arlt - 8th grade, all 7th grade teachers through advisory

When will it be implemented:  2022-2023 school year through different pentas.

What data will be collected:  Monitoring the D/F list with students receiving the penta class.

How often will data be reviewed:  Per penta

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What will be done: All students are receiving SEL curriculum each week during Titan Time during the same day each week. To ensure completion/fidelity, each student will have a 2 min check in on the learning outcome for each lesson.
7th grade have the same TT/8th period to facilitate check in/check out. 7th grade SPED teachers can triage in the morning. 8th grade has a Skills for Success class that will be taught daily for targeted students. Continuing PD for staff about SEL and classroom management to help with new struggles we see with students.

Who will do it: All staff

When will it be implemented: August 2022

What data will be collected: Relationship building activity, behavioral data, fidelity check

How often will data be reviewed: Every pent

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Prediction:  Students have a high numbers of Ds and Fs due to not having enough time allocated to specialized instruction and support of instruction in areas of concern.

Data: Based on the information from the credits list, and student survey data, our sub groups have higher numbers of Ds and Fs than students of majority.

Only 24% of students feel like they can handle the workload.

18.7% of students feel they do not have the support of their family.

34% of students either don’t or sometimes don’t have support from someone at home.

Total percentage of students failing:

27% of total students are failing

24% of white students are failing..Make up 72% of our population

38% of hispanic students are failing...make up 14% of population

46% of black students are failing...make up 5% of population

38% of multiple ethnicities are failing...make up 5% of population

14% of Asian Students are failing...Make up 3% of population

37% of minority students are failing...make up 28% of population

57% of SPED students are failing...make up 13.8% of population

Validated: Yes

How did you validate your hypothesis? Dug into subgroup data, surveys, and use of D/F list.  Went through multiple hypothesis that were not validated.

What did you discover?  Need more targeted instruction on functional skills and needed skills for successful transition to high school.