CULTIVATE A GROWTH MINDSET IN ADULTS
Train staff on how to recognize and shift discourse that creates harm (i.e. how things are talked about when teacher teams problem-solve, plan their work, create policy, and explain things to one another).
Provide ongoing training and collaboration around how to build trusting relationships with culturally and academically diverse students and families.
ESTABLISH DATA-DRIVEN INTERVENTION AND REFERRAL SYSTEMS AND PROCESSES
Define clear thresholds for each tier for grades, attendance, and behavior. Review progress against KPIs regularly as team and in triangle meetings.
Provide training and collaboration time for teachers to be able to distinguish between Tier 1, 2, and 3 support needs to address course performance, attendance and behavior. There is clear integration and symbiosis between this work and the multi-tiered system of supports.
Develop data-informed, clear referral process for Tier 2 and Tier 3 supports.
Use student-level quantitative (KPI) and qualitative indicators to monitor, evaluate and make adjustments to interventions.
Track movement between tiers to monitor the impact of team interventions and to inform necessary adjustments.
Assemble a team of adults who will meet at least twice monthly to identify, plan, implement, and evaluate outcomes-based supports for students in need of Tier 3 interventions.
Analyze and respond to the Tier 1 gaps that are creating and sustaining Tier 2 support needs.
Conduct a root cause analysis of student and trend level issues and focus interventions on identified root causes.
IMPLEMENT PROACTIVE AND HIGH LEVERAGE INTERVENTION STRATEGIES
Provide credit retrieval as part of a comprehensive system in which credit retrieval links to essential standards of a unit and students are required only to show proficiency in those standards.
Bring student voice to the table with either empathy interviews or surveys. Use empathy interviews to bring in-depth voice of individual students to better understand their experience and inform next steps. Use surveys when looking to gather aggregate information on students' strengths, interests, needs, and perceptions on a range of issues related to students academic and socio-emotional well-being.
Provide interventions that build student capacity to do school better over time.
Pair 9th graders with a school-based adult mentors to work with students year-round to track, goal set, and support students with attendance, engagement, and academic progress.
Restorative practices provide alternatives to exclusionary discipline and support creating a positive and welcoming school community for 9th grade students. Restorative practices represent an approach to discipline that is grounded in building positive relationships, providing opportunities for community members to take responsibility for their behaviors, and for the community to solve problems constructively. It requires training for teachers, support staff, students and parents and protocols for implementation.
Implement high dosage tutoring for academically at-risk students. High Dosage Tutoring by definition is tutoring that takes place in small groups of 6 or fewer, that meet at least four times per week.
Explicitly teach and support student development of evidence-based, high-leverage interpersonal and intra-personal skills.