• Increasing student ownership of learning, student self-agency, and active collaboration

• Naming & shrinking gaps with foundational skills & improving year-to-year retention/transitions, including meeting graduation requirements for Regents Exams

• Applying high leverage routines

• Building consistency through units (especially practice with academic vocabulary and symbols)

The following groups of students will especially need support:

• Students with gaps in foundational skills making a transition into the next level course 

• Students in need of passing a Regents from a prior year

📌Our goal is to intensify our focus on Tier 3 students—those requiring the highest level of intervention—by enhancing departmental collaboration, data-driven grouping strategies, and targeted instructional supports. This work aligns with our commitment to closing achievement gaps, particularly for Students with Disabilities (SWDs) and English Language Learners (ELLs).

📌 Regents Exam & Graduation Rate Analysis: SWDs and ELLs continue to lag behind their peers in Regents exam performance and graduation rates. APs must implement a structured progress monitoring process to ensure struggling students receive targeted interventions before key assessments.

📌 Use of MTSS Inventory for Accountability: Each department has created an MTSS inventory on Google Docs—APs must review and refine these inventories to ensure intervention strategies are clearly documented and data-driven decisions are evident.

Grade Level and Department teams evaluated data to make informed instructional decision making including Explicit Instruction practices, Tiered Group work and ICT Co-Teaching models to support all student needs.

Developing lab sites in the school where teachers across grade levels visit and learn from each other.

Ensuring building in the work of Michael McDowell of surface, deep and transfer to differentiate supports for students.

• After-School STEM Club for ENLs: A weekly program led by certified teachers provided ENL students with hands-on STEM activities focused on engineering challenges, robotics, coding, and scientific investigations. Lessons were scaffolded to support both content mastery and language acquisition, including the use of sentence frames, visual supports, and collaborative learning structures

ENL students demonstrated increased engagement in STEM content, improved academic language use in science and math discussions, and greater confidence in collaborative problem-solving. The integration of Title III-funded resources ensured that ENL learners had equitable access to rigorous and meaningful STEM education.

• Non-specific management needs in the IEP

• Low ELA Regents passing rates of 65 and higher

• Lack of para/teacher collaboration resulting in paras not being as supportive as they can be

Target Students/Groups:

• All 11th-grade students with IEPs with a focus on the ELA Regents

• 15:1 9th graders with a focus on writing

Stakeholder Perception Strategy:

• Administration will provide professional development and data sources to teachers.

• Teachers will analyze the data and then use the data to inform instruction and provide students with individualized supports.

• Students will use reading and writing skills in order to affect their performance in their ELA class and on the ELA Regents.

• Parents will be informed of their child’s progress and be invited to participate in the IEP process.

Inquiry Rationale:

Data/Evidence Used: ELA Regents scores, MAP Growth, portfolios

- Leading Indicators: portfolios, mid-year assessments (including MAP), teacher benchmarks

- Lagging Indicators: ELA Regents scores, MAP Growth 

Visible Learning Strategies Discussed:

• MTSS, progress monitoring, student management needs

For students at risk we have weekly data meetings and created 8 week cycles to monitor progress.

Our math workshops is focused on building conceptual understanding where students engage in concrete learning with manipulatives in all grades that moves then to representing their mathematical thinking , students are not expected to do the abstract work in math without the data to demonstrate the conceptual understanding. This CRA model has had a huge impact on students' growth in mathematics across K-5

Adding a word talks to our ELA instruction has supported our ELL's vocabulary

We focused on discourse. Allowing time for students to discuss and explain their thinking.

We focused on misconceptions.

Allowed for the mandated time for the content....

Whole class novel read alouds along with morphology word work has had a great impact on our SWD.

📌We designed an Achievement Academy for at-risk 10th - 12th grade.

📌Designed tiers for students based on academic and behavorial patterns

📌Created graduation progress plans for OAUC students

📌Implemented a Pirates Progress collective form-for concerns in the classrooms.

Continuous reflection and questioning if the service is needed.

Continuous implementation of pre-referral interventions.

Building trust and partnerships with families

Together - We are the Advocates....

·      Purposefully seeking representation in hiring practices

·      MLL Coordinator

·      Dedicated GC

·      Dedicated bilingual school aide

·      Dedicated AP MLL/WL

·      Roundabout grant

·      Assemblies

·      Accommodations to working students’ schedules

·      College and Career counselor

·      Dedicated college application sessions

·      Dedication financial aid sessions

·      Hiring of full time bilingual substitute teacher who pushes into classes

·      MLL students in all school programs:

·      Honors

·      JROTC

·      Performing Arts

·      TV/Media

·      P Tech

·      Culinary

·      PSAL Athletics

· 

Zoom parent info sessions

·      In Person parent sessions on GAMA

·      Development of book club (books in Native and Target languages)

Chromebooks with Translations provided to all students

Structure: Weekly data meetings allow grade teams to analyze results, identify misconceptions, and plan targeted re-teaching strategies.

Practice: Teachers use student work protocols and error analysis to inform small group instruction and provide tailored feedback.

·         New teacher workshops.

·         EdCamp and PDs geared towards strategies for teaching SWDs.

·         After school tutoring in all subjects.

·         Lesson planning focus on academic vocabulary and learning objectives in every plan.

·         School-wide Theory of Action and Instructional Focus on Academic Vocabulary and Literacy

·         Advanced Literacy trainings and practices

·         Participating in ICT Teacher Development with Blue Engine

·         Participating in the TSG Disproportionate Suspensions to reduce the number of suspensions and incidents involving SWDs.

·         PD for all staff focused on writing and reading quality IEPs.

• System: Tiered literacy support is provided based on ongoing assessments, with interventions designed to address decoding, fluency, and comprehension gaps.

• Structure: Literacy intervention blocks are embedded in the schedule, supported by trained staff in research-based interventions.

• Practice: Evidence-based programs such as Sound Sensible, Spire are used to provide targeted, small-group instruction.