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Data from general education classroom interventions is designed to provide academic and/or behavioral support to a student of RCELD.

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Successful strategies to increase attendance have been implemented and documented.

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The school has not yet established a multi-tiered model of intervention services.

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The school has not yet established an attitude amongst staff that "all students are our students" as opposed to an attitude of "my students and your students?"

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Example #1: Grade Level Data Chats & Analysis

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Example #1: Grade Level Data Chats & Analysis

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Data analysis meetings are run according to the following protocols:

1. Discuss successes (i.e. What have the student's mastered? What went well? How can we translate that into other areas?)
2. Break down the standard being assessed. (i.e. How would we define mastery of this standard? What should a student exemplar exhibit at a Level 1, 2, 3, or 4?)
3. Identify the gaps in student proficiency, "Name the Error!". (i.e. What have students failed to learn and where in the process is there a miscue? Who are we pulling back for remediation?)
4. Develop a plan to reteach the concept.

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Example #2: Leveling of English Language Learner Groups

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Example #2: Leveling of English Language Learner Groups

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Utilizing ELPAC data students are placed into appropriate groups that focus on their areas of greatest need. The following is analyzed most critically:
- ELPAC scores (Overall, Writing, Reading)
- CAASPP scores (Claim Performance)
- ELA Interim scores (measures of student growth)

Following the creation of student groups, individual programs are created for each set of students. Wherein lessons are tailored to the specific areas of need for those students. See below lesson resources created for a group needing designated instruction in the speaking domain (all resources created with special attention to the ELPAC blueprints and task types).

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Example #1: Tracking Attendance & Analysis of Data for Response

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Example #1: Tracking Attendance & Analysis of Data for Response

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Attendance (both presence at school and tardies) are tracked by school site, grade level, teacher, and student. This collection of data has enabled the school to inform decisions relating to parent contact and SARB meetings.

Moreover, tracking these trends has aided in improving school notices that parents receive prior to days that are predictably high in truancy.

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Example #2: School Wide Incentives & Celebrations

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Example #2: School Wide Incentives & Celebrations

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Attendance calendars have been created in order to implement a school wide, "Attendance BINGO". On dates when a classroom has 100% attendance and no tardies greater than 30 minutes late, the teacher may mark a box on their BINGO template.

Upon filling in one complete row on the BINGO chart, students receive a treat along with their lunch. This is distributed by the administrative team. Should a classroom receive a "Black Out" meaning that they have filled in all BINGO squares across the chart (30 squares), they receive a pizza party.

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While, each school within the district has a designated team tasked with implementing the PBIS and MTSS models at their school sites, the transfer of that knowledge is not necessarily strong.

Professional development for all staff members (especially some of the most novice among us) stands to provide for a better approach to differentiated interventions.

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Solution #2: Clear Guidelines & Criteria for Leveling

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Solution #2: Clear Guidelines & Criteria for Leveling

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Currently there is no clear outline for placing students under appropriate tiers. As a result students are often left in a lurch where differentiated intervention is concerned.

Moreover, without a clear criteria and guideline for placing students in tiers, Behavioral Intervention Aides, find that executing their roles becomes murky. Ultimately, this leaves students, parents, and staff at all levels frustrated.

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While our campus has developed and posted the appropriate PBIS matrices throughout the campus, they have not been utilized effectively or appropriately.

The view of PBIS and MTSS as a service reserved for Tier II & III students fails to recognize its efficacy for all students. Regular review of the below matrices and the recognition of behavior in accordance with these norms is critical to whole school improvement.

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Master schedules would better allow for shared planning and teaching time. While, the release days on our campus are a model for grade level collaboration, little cross pollination of ideas exists outside of individual grade level teams.

As a result, students with additional designations such as SPED and EL are not best served. A master calendar allowing for greater collaboration among EL coordinators, SPED teachers and coordinators, Psychologists, and Speech Pathologists.

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Regular review of IEPs and the development of accommodations as a team would assist in more appropriate tools by which ALL students can access curriculum.

As a general educator, I am often more familiar with the accommodations matrices for the ELPAC and CAASPP. As a result, I have a better beat on ALL of the additional accommodations that are appropriate for assessment.

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Solution #3: Goal Setting & Follow Through

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Solution #3: Goal Setting & Follow Through

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Developing a data tracker by which both the general education teacher and the SPED coordinator can track progress would be conducive to student success.

The calendar below could be placed in a Google Drive and made viewable/editable by both parties. A full stack response would be a better approach to assisting struggling students.