Red Oak
High School Tier 1 Interventions
1. The classroom teacher will make sure
that the student is able to sign on to Infinite Campus to be able to check
their grades and assignments. This will
also apply to Schoology. Students should
be checking these programs daily.
2. Pass to Seminar - The first step when a student does not turn
in an assignment is to talk to the student about the missing work and give the
student a pass to the teacher’s seminar to complete the work. This may also include if a student has done
poorly on an assessment or assignment.
This can be done daily depending on the circumstances.
3. Seminar Match - If a student has a D+ or lower in
one (1) or more classes, the student will be matched into the seminar of the
teacher in which the student has the low grade.
If the student has multiple low grades, they will be placed into a
seminar at the discretion of the administrative staff with teacher input. The student will be in this seminar for at
least one (1) week. This process will happen
once each week. If a student is able to
raise their grade above a D+, they will no longer be subject to being matched
to a specific seminar. If a student has
open seminar, they will be matched as well if they meet the criteria for
seminar match. They will be able to earn
the open seminar privileges once they have raised all of their grades to a C-
or higher. The parents will be contacted by the teacher in which the student has
the low grade.
4. Study Table - If a student is in activities, they
may also be assigned to attend a study table.
The seminar match criteria will be used to assign study table except
that students need to have a D or lower.
The student will be required to attend a total of one (1) hour either
before or after school during the assigned week. Available times for study table will be
determined by the administrative staff.
Currently, available times are 7:30 am- 8 am Tuesday-Thursday and 1:30
pm-2:30 pm Wednesdays.
5. Tiger Academy-
Is a supervised study hall that happens Wednesday after school. To
qualify, the student will have 3 or more D/F grades. This time is not optional and will be
assigned the Monday prior to the Tiger Academy that is assigned. Parents will be contacted on the Monday prior
to the assigned date. The students will
focus on assignment completion. This
time will be supervised by paraeducators.
6. PLC Time-
Teachers will be meeting weekly on early dismissal days. Teachers will be placed into PLC groups based
on content areas. Teachers will bring a
list of students with low grades to their meetings including data to support
their concerns. They will discuss their
concerns with these students in the PLC groups using a template that will be
provided. The teachers will discuss
reasons for problems and possible interventions that could be used with the
student. Once the teachers have
determined if the struggles are based on skill deficits or behavior, the
student may be recommended for a Tier 2 Reading, Math, or Academic Literacy
Lab.
Freshman Orientation Proposal
·
Goal
of the program is to allow the freshman to make a connection with a staff
member in the high school in order for the students to make a successful
transition to high school.
·
All
freshman will be assigned an academic advisor
·
8
teachers will be responsible for roughly 10 students each.
·
Data
from the middle school will be used to identify which students would be
“at-risk”.
·
Teachers
will stay with the students they are assigned through the 10th
grade.
Duties of the Teacher:
·
Have
an active role as an academic advisor: this will include checking grades and
helping the student get assistance when needed.
·
Be
a point of contact for the parents of the student to the school. The advisor will contact parents regarding
grades, both good and bad.
·
Encourage
student to get involved in activities at the high school
·
Keep
track of interventions
The thought is that this could take
place during seminar on the early out Wednesdays. The teacher would be able to check on student
grades and keep up to date on their progress towards graduation. The biggest goal of this program is to do
everything we can to keep kids from falling behind in their credits towards
graduation. The chances of them dropping
out only increase if they fall behind on credits, so it is vital for us to keep
tabs on all of the students.
Enrichment Days: These days would be different from the
regular school day. The staff would help
set up different activities that would last part of the day. Students would sign up for the activities
that interested them. These activities
could range from the arts, technology, culinary arts, music, and physical
activities. We would like to have at
least 1 day per semester.
Red Oak
High School Tier 2 Interventions
1. Academic and Behavior Labs - Students will be placed in one (1) of three
(3) labs based upon the recommendation of one of the PLC groups. Once the student is recommended for one of
the labs, the parent will be contacted by the PLC that recommended them. This is a place where the students will be
receiving direct instruction from a highly qualified teacher. The PLC that recommended the student will be
responsible to for documenting what skills the student will need to work on
with the lab instructor. The students
will be placed in a lab for three (3) weeks.
If a student has made satisfactory progress and no longer needs this
intervention, they will return to their Tier 1 seminar. If a student has made progress, but the PLC
group has determined that there are other skill deficits, the student may
remain in the lab. There will be three
(3) labs offered.
·
Reading Lab –
This lab will be assigned when the student is found to have a skill deficit
relating to reading skills. The lab
teacher will work with the student on the skills that have been identified by
the assigning PLC. Student progress will
be monitored and the interventions that have been tried will be recorded.
·
Math Lab – This
lab will be assigned when a student is found to have a skill deficit relating
to math skills. The lab teacher will
work with the student on the skills that have been identified by the assigning
PLC. Student progress will be monitored
and the interventions that have been tried will be recorded.
·
Academic Literacy Lab – This lab will be assigned when a student does not have a skill
deficit, but a behavior that is keeping the student from completing the
assigned work. The assigning PLC will
give the lab teacher information to help determine the cause of the behaviors. The
lab teacher will work on study skills as well as organization. The Lab teacher will also work with the
guidance counselor to help find the root cause of the behaviors and what can be
done to correct these behaviors.
2. Parent Intervention Meeting - This will
take place if the student has not displayed any improvement in the Academic or
Behavior Labs. The parent(s) will be
called in with the student, counselor, administrator, and involved
teachers. In this meeting, the group
will discuss the problem behaviors or skill deficits that are causing the
student problems. The team will write
out a list of goals that the student will need to accomplish in order to make
satisfactory progress in the problem class(es).
This document will be agreed upon by the team and signed by the
student. Specific interventions that are
beyond what have already been tried may be in place if agreed upon by the
team. If a student is still not successful
after this contracted time, Tier 3 interventions will be considered.
Red Oak High School Tier 3
Interventions
1. Support Room – When the student has not met the
terms of the Tier 2 Intervention Contract the administration may place the
student in the support room. The student will be dropped from a class at the
discretion of the administration and placed into a classroom with a single
teacher (support room) to focus on earning credit in the remaining classes on
their schedule. The teacher will focus on assignment completion and helps
identify any skill deficits that maybe causing problems in the classroom. The
teacher will also provide instructional supports on how to be successful in the
classroom. Contact will be made by the support room teacher to the parents
weekly on the progress of their student. If all credits are earned by the end
of the quarter the student may be removed from support room and placed into
credit recovery for the open period that they have on their schedule. At the completion of the semester if the
student has successfully earned credits they may be placed back on a Tier 2
Contract Intervention, if successful in completing this contract the student
may be moved to the original seminar.
2. Credit Recovery – When the student has not met the
terms of the Tier 2 Intervention Contract the administration may place the
student into credit recovery. Often times this will be used for just a single
class, if the student is failing a course at the high school with no chance of
passing they may be enrolled in credit recovery to start the course over and
try for credit at the same time. If the student is successful in earning the
credit they will be placed back on a Tier 2 Intervention Contract and with
successful completion of the contract may be moved to the original seminar.
3. Alternative Program – If the students have not earned
sufficient credits based on academics or behavior they may be recommend to the
alternative program. In this move students will be dropped from their remaining
schedule and given a new schedule that focuses on the core classes for
graduation. If students are successful at the alternative program in earning
sufficient credits towards graduation they may be allowed to enroll in an
elective class at the high school.
4. Special Education Testing – If all interventions have been
unsuccessful the student may be recommended for special education testing.
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