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Accelerating Student Achievement: Strategies for Effective Intervention and Support

This guide outlines an innovative pilot program aimed at enhancing student achievement, especially for those struggling academically. It emphasizes the importance of differentiated instruction and targeted interventions, focusing on under-performing subgroups and learning needs. Key strategies include identifying priority content areas, utilizing data to select struggling students, and implementing school-wide improvement plans. By fostering partnerships between principals and service facilitators, the program aims to create impactful changes to teaching behaviors and student performance, ensuring success for all students.

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Accelerating Student Achievement: Strategies for Effective Intervention and Support

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  1. August 6, 2007

  2. The GOAL/OUTCOME is to improve student achievement for all students and especially students struggling to be successful. ACCELERATING STUDENT ACHIEVEMENT PILOT AEA & LEA System “Change” IDM TOO MANY UNMET LEARNING NEEDS AEA & LEA Behavior “Change” IPDM

  3. SCHOOL-WIDE IMPROVEMENT PLANS ACCELERATING STUDENT ACHIEVEMENT PILOT AEA & LEA System “Change” IDM TOO MANY UNMET LEARNING NEEDS AEA & LEA Behavior “Change” IPDM PRINCIPALS’ ACCESSING RESOURCES

  4. SCHOOL-WIDE IMPROVEMENT PLANS ADD SERVICE FACILITATOR CHANGE TEACHER BEHAVIORS AEA & LEA System “Change” IDM TOO MANY UNMET LEARNING NEEDS MEET LEARNING NEEDS AEA & LEA Behavior “Change” IPDM PRINCIPALS’ ACCESSING RESOURCES

  5. All Students are Successful! ADD SERVICE FACILITATOR CHANGE TEACHER BEHAVIORS AEA & LEA System “Change” IDM TOO MANY UNMET LEARNING NEEDS MEET LEARNING NEEDS AEA & LEA Behavior “Change” IPDM PRINCIPALS’ ACCESSING RESOURCES

  6. Selection Scenario #1 • (Begin with an intervention) You have a building-wide intervention ready to go. • e.g., differentiated instruction • (Select a priority content area) Building student learning data may indicate a priority content area (reading, mathematics, science or learning supports). • e.g., mathematics • (Identify teachers) You have a group of teachers already connected by subject area or grade level. • e.g., Algebra I • (List struggling students) You have students in the subject area or grade level struggling to be successful. • (Select students) You have students: with and without IEPs; with at least one year of district data, preferred three years; and likely to be enrolled for the entire school year.

  7. ASAP Scenario #1 Did the service facilitator-principal partnership accelerate student learning? Evaluation School-Wide Intervention “Differentiated Instruction” Improve Algebra I Core Instruction Too few Students Succeeding in Algebra I With & Without IEPs Differentiated Instruction A sample of 30 struggling students is used to measure the student impact caused by system and behavior change.

  8. Selection Scenario #2 • (Begin with an under-performing subgroup) You have a subgroup that has an achievement gap. • e.g., low socioeconomic status subgroup • (Select a grade level or levels) Building student learning data indicate a priority at specific grade levels. • e.g., grades 3-5 • (Focus on a content area & intervention) Narrow the improvement area for teachers to one content area. • e.g., science inquiry • (List struggling students) You have students in the content area and grade level struggling to be successful. • (Select students) You have students: with and without IEPs; with and without low socioeconomic status; with at least one year of district data, preferred three years; and likely to be enrolled for the entire school year.

  9. ASAP Scenario #2 Did the service facilitator-principal partnership accelerate student learning? Evaluation Under-Performing Subgroup “Low SES Status” Improve Science Core Instruction Focus on Grades 3-5 With & Without IEPs Inquiry Method A sample of 30 struggling students is used to measure the student impact caused by system and behavior change. With & Without Low SES Status

  10. Selection Scenario #3 • (Begin with a student learning need) You have students under-performing within a content area. • e.g., reading • (Select a content area & intervention) Building student learning data indicate expanding reading across the curriculum strategy would be helpful. • e.g., Social Studies & QAR • (Focus on a grade level) Narrow the improvement area to specific teachers. • e.g., middle school • (List struggling students) You have students in the content area and grade level struggling to be successful. • (Select students) You have students: with and without IEPs; with at least one year of district data, preferred three years; and likely to be enrolled for the entire school year.

  11. ASAP Scenario #3 Did the service facilitator-principal partnership accelerate student learning? Evaluation Student Learning Need “Reading” Improve Social Studies Core Instruction Middle School With & Without IEPs QAR A sample of 30 struggling students is used to measure the student impact caused by system and behavior change.

  12. ASAP Planning Guide • 30 Students Selected • Academic or social emotional focus (benefit) • Specific Outcome(s) • Core Instruction • Intervention or strategy • PD planned (outcomes, dates and times) • Teachers identified (grades & subject) • Supplemental Instruction • e.g., extra time • e.g., individualized instruction • e.g., modified practice • Intensive Instruction • e.g., counseling • e.g., specialized study hall

  13. Student Academic Data • Iowa Tests • Reading 2004-05, 2005-06 & 2006-07 • Math 2004-05, 2005-06 & 2006-07 • Science 2004-05, 2005-06 & 2006-07 • District Assessments • Reading 2004-05, 2005-06 & 2006-07 • Math 2004-05, 2005-06 & 2006-07 • Science 2004-05, 2005-06 & 2006-07 • What are the student’s academic strengths? • How would the ASAP build on those strengths to enhance their overall academic performance?

  14. Social/Emotional Data • Social/Emotional Performance Factors • Poverty • Home Environment • Peer Interaction • Conflict Resolution • Attendance History • Discipline History • What are the students’ social/emotional strengths? • How would ASAP project build on the students’ social/emotional strengths to enhance their overall academic performance?

  15. Roles and Responsibilities Principal and Service Facilitator • By September 14: • Intervention(s) • 30 student sample • Professional development activities (dates, times, place, & PD facilitator) • General education teachers • May include other teachers • Possible supplemental/intensive support • May include professional development • Systematic data collection (dates, times, & measures) roles & responsibilities for teachers, principal, and service facilitator • Systemic data analysis, conversations, and adjustments (roles & responsibilities for teachers, principal, & service facilitator) • By October 19, finalize a system to monitor, coach, and evaluate ASAP

  16. Planning time: • Dates, time and place • Possible interventions • Professional development • Content areas • Struggling students • Initial data gathering • Questions

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