Focus on 4 Cs of Response to Intervention: Collective Responsibility, Concentrated Instruction, Convergent Assessment, and Certain Access. More specifically, a commitment to professional development, essential standards, and common assessments.
Grade level PLC (Professional Learning Community) meetings weekly/Monday mornings.
Monthly Student Learning Team (comprised of 13 instructional staff, administration) addressing specific student learning concerns/closing the achievement gap and planning for high quality first instruction and targeted interventions.
RTI groupings in specific grade level and cross-grade-level teams, Kindergarten-6th Grade, daily, Tuesday through Friday from 9:00 - 9:30 targeting specific skills. Climb Time October - December focused on Math Computational Skills specific to grade level grouping. Teams review goals every 6-8 weeks.
Walk-to-Read in Kindergarten and First Grade.
Regularly scheduled DIBELS progress monitoring in Kindergarten through Grade 6. Grade and subject-specific formative assessments and common assessments in all classes
On-going professional development focusing on alignment of core instruction, vertical teaming/coordination, using data to inform instructional practice, and teaming for common grade level assessments
Use of para-educator resources in small groups and 1 - 1 supplemental instruction.
Learning Assistance Program literacy intervention for Kindergarten through Third Grade. LAP plan (schedule, and parent survey available in Shaw Road main office).
Parent, Family, and Community Involvement
Each of our schools strives to engage with the community (PSD School Board Direction – Communication, Engagement and Involvement). Specific examples/plans of this parent and community engagement can be found by clicking here to see the school’s annual performance report.
Use of Technology
In each of our schools, technology is a primary tool to facilitate instruction and these tools have a positive impact on student learning. Technology also allows our school to communicate effectively with parents through a variety of innovative means. We use various district software applications for student intervention as we continue to develop Response to Intervention (RTI) systems in our school.
We use the following software applications for this work:
STAR Reading and Math Assessments: Diagnostic assessments to provided benchmark indicators on student performance in reading and math.
PerformancePLUS: Repository for all state, district, and building assessment data; data available to analyze student performance by school teams.
School Messenger: Communication tool to inform parents on important school information and student learning events.
Schoology: Teacher communication and media, including access to student lessons and classroom activities.