The Goal: To catch students up to their appropriate academic grade levels
Tier 1: students scoring Approaching Basic and above on LEAP or iLEAP.
Tier II: students scoring Unsatisfactory
Note: Some students scoring close to Approaching Basic can start in Tier I and be moved to a lower level later if they cannot handle this level of instruction
Tier III: created as needed with the input of the teacher, inclusive teacher and leadership team
Recommendations for each intervention:
ELA – 90 minutes daily
Tier I: Advanced Core - Holt textbook using our Managed Curriculum. The goal (BHAG) is for students in this class to score a Basic or above on benchmarking and spring testing.
Tier II: LANGUAGE! by Sopris West
3rd, 4th and some 5th graders start in Level A
6th, 7th and 8th graders start in Level C
Tier III: classes will be created as needed with the help of your inclusive teacher and leadership team
Note: 6th, 7th or 8th graders placed in level A will not perform well on LEAP or iLEAP. By placing these students in level A it will take two full years to get them caught up to the appropriate level to see results on iLEAP and LEAP.
Math – 90 minutes daily
Tier I: Advanced Core – Prentice Hall textbook using our Managed Curriculum. The goal (BHAG) is for students in this class to score a Basic or Above on benchmarking and spring testing.
Tier II: TranMath by Sopris West
5th grade in Level 1 *
6th grade in Level 1 or 2 (school site decision) *
7th and 8th starts in Level 2
Tier III : Intensive computation issues can be taken care of during 45 minutes of elective time for 8 to 12 weeks at the beginning of the school year. School sites must make scheduling accommodations. FasttMath, Fact, Fluency and More and First in Math (online) can be used for these computation catch-up interventions.
* If 5th and 6th graders go through all three levels of TransMat, these students will be ready for Algebra in 8th grade. 1 ½ levels can easily be covered in one year.
Reading – 90 minutes daily
Tier I: Advanced (students testing out of Read 180) – These students work within the Library on Information Resources, Reading Literature, Superintendent’s Challenge, Projects, HOTS, etc… Once 15 to 20 students are assigned to the library, a Read 180 class can be closed. These advanced students will move to an advanced Reading class with the former Read 180 teacher. These students should be scoring Mastery and Advanced on all benchmarking and spring testing.
Tier II and Tier III: Read 180 for 4th through 8th grades
Tier III: (Intensive Interventions) - students not at a 200 lexile level or 1.5 grade level in reading should complete DI Decoding Level A (SRA – Corrective Reading). Two lessons per day for two months should do the job. Students should be given the SRI lexile test every 4 weeks to see when they are ready to be placed within the Read 180 class.
Lesson Plans
The recommendation is to keep it simple and use what is supplied with these interventions. These Interventions are structured into day-by-day lessons with lesson plans and sequencing provided. Give your energy to getting the kids caught up by implementing this program with fidelity!
Coaching and Support
All Pre-K-8 schools have been assigned an instructional coach called a Small Learning Community Leader (SLCL). Their job is to support and coach teachers within grade level teams. All teams of teachers will have 90 minutes of common planning time Monday through Thursday. All Pre-K through 8th grade schools are broken into Smaller Learning Communities (schools within schools). This allows for true grade level teaming with a Small Learning Community Leader (SLCL) functioning as an instructional coach. The SLCL will support all members of this team on great instruction, classroom management and the team’s culture. Tuesday’s teams will have a structured meeting to discuss the climate and culture of their group of students and Wednesday will be a team professional learning day. In addition to the instructional coaching by the SLCL, both Sopris West (LANGUAGE! and TranMath) and Scholastic (Read 180) will be visiting each school monthly to give feedback and support on the proper implementation of these interventions. Also, RTI/appraisal staff members are at each school for two to thee days per week and they are available to provide intervention support as well as data analysis support.
No Shortcuts No Excuses