• BOY data will be evaluated to determine student needs: mClass Data, summative assessments, teacherobservations, report card grades, retention, special services, benchmark assessments, EOGs, PEPs from the previous year, etc…
• Once we have looked at all of our student data, including teacher observations a meeting will be held bygrade levels, ESL, administration, CCR, interventionists and all other stake holders to determine whatservices/best practices will effectively meet the students' needs.
• Students identified as needing intervention will be discussed and documented monthly during PLTs toensure all students not achieving at benchmark are reviewed and the target learning focus is updatedand/or modified.
• Each quarter student data will be reviewed to monitor student performance and to make adjustments toservices as needed.
• New students arriving throughout the school year who demonstrate a need as evidenced by the aboveassessments will be discussed at monthly PLTs and documented on PLT minutes template.
• Students will exit intervention when the benchmark is achieved and/or adequate progress has beendocumented.
• Monthly or Bi-monthly collaboration meetings will also take place with Intervention, Instructional Support and Classroom teachers to discuss and monitor students’ current performance levels.
• PEPs, Tier II and III plans are adhered to and followed communicating concerns and progress to parents.

 

The following are grade/subject specific expectations for prevention and intervention:

• Collaboration with Instructional Support staff, one on one teaching, and small group and strategy groupsare consistently used across the grade level to help meet the needs of all students.
• Students who are at risk are progress monitored based on the intervention stated in the child'sIEP/PEP. Teachers work together to develop strategies to improve the area of risk.
• Assessments, classwork, and observations will be used to identify target areas for small group instruction.
• The students will be grouped by levels for literacy and math instruction.
• Instructional support teachers and instructional assistants assist with providing classroom interventions tostudents who are not meeting grade level expectations.