Provide reading to all students in 6th, 7th, CCRPI Data Math connections was implemented for Increase percentage of and 8th grade with appropriate course 7th and 8th grade identified students; students performing at placement (on-level or AC) EOG and EOC Milestone Read 180- was set up for 6th, 7th, and level in reading and Data 8th grade students; students enter or math. Provide Read-180 instruction for any student exit in/out of class as needed each reading two grades below expectations RI Data quarter Provide Math, Reading, and Writing Labs to RTI2 Math lab offered to all students; all students for re-teaching and increased this from one day to two Attendance Data days a week based on student need Provide Math Connections to students in 8th Reading and writing lab was offered to grade that need support all students one day a week math tutoring to struggling students Socrates tutoring on need that through Socrates Tutoring Program (tutors specifically targeted students on from a partner in education and coordinated 2 or 3 and retention candidates by counselors) RTI was implemented each month to Improve and utilize the RTI2 and retention support struggling students and to process to support struggling students by identify students in danger of retention involving all stakeholders and widen the interventions available EOG retest administered to 8th grade students that did not meet the Continue to implement the Coaching Model minimum criteria to pass Math and for special education students in the 8th ELA/Reading grade Coaching model data shows decreased Refine implementation of a student mentor support needed for special education for at-risk students program called KICKS students (Kids in Contact with Kids) to assist/connect with MOID (CHAMPS CLASS) students KICKS mentors fully operational Continue to implement the guidelines for Growth mindset strategies taught to all attendance monitoring at 3, 5, and 7 students though math classes by absences and the Truancy Intervention Panels counselors through classroom guidance lessons School social worker and counselors conducted a positive incentive program for historically truant students
Increase percentage of students performing at level in reading and math. Provide reading to all students in 6th, 7th, and 8th grade with appropriate course placement (on-level or AC) Provide Read-180 instruction for any student reading two grades below expectations Provide Math, Reading, and Writing Labs to all students for re-teaching and Provide Math Connections to students in 8th grade that need support math tutoring to struggling students through Socrates Tutoring Program (tutors from a partner in education and coordinated by counselors) Improve and utilize the RTI2 and retention process to support struggling students by involving all stakeholders and widen the interventions available Continue to implement the Coaching Model for special education students in the 8th grade Refine implementation of a student mentor for at-risk students program called KICKS (Kids in Contact with Kids) to assist/connect with MOID (CHAMPS CLASS) students Continue to implement the guidelines for attendance monitoring at 3, 5, and 7 absences and the Truancy Intervention Panels CCRPI Data EOG and EOC Milestone Data RI Data RTI2 Attendance Data Math connections was implemented for 7th and 8th grade identified students; Read 180- was set up for 6th, 7th, and 8th grade students; students enter or exit in/out of class as needed each quarter Math lab offered to all students; increased this from one day to two days a week based on student need Reading and writing lab was offered to all students one day a week Socrates tutoring on need that specifically targeted students on 2 or 3 and retention candidates RTI was implemented each month to support struggling students and to identify students in danger of retention EOG retest administered to 8th grade students that did not meet the minimum criteria to pass Math and ELA/Reading Coaching model data shows decreased support needed for special education students KICKS mentors fully operational Growth mindset strategies taught to all students though math classes by counselors through classroom guidance lessons School social worker and counselors conducted a positive incentive program for historically truant students
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