ESSER III English Language Arts Strategies

Outcome: Ensure students are making sufficient progress to be on grade level in English Language Arts.

Strategy 1:   Leverage Tier 1 independent practices within the workshop model to meet the needs of all students.

      Action 1:  Teachers will monitor students’ independent practices through partnerships, conferring, small groups, and   writing about reading.

     Action 2:  Teachers will regularly analyze data during collaborative learning team meetings to plan and implement responsive independent practices of students.

     Action 3:  School administration will provide additional time during the school year for teachers to analyze and identify high leverage, small group practices.

Strategy 2: Leverage Tier 1 and Tier 2 small group instruction to meet the needs of all students within the workshop model.

     Action 1:  Teachers in grades PK-2 will create and implement daily word study lessons and monitor student progress regularly.

     Action 2:  Teachers will regularly analyze data during collaborative learning team meetings to plan and implement responsive small group instruction.

Strategy 3:  Clearview will refine the MTSS process to ensure all students are making sufficient progress in literacy and will respond using Tier 2 and Tier 3 interventions as needed.

     Action 1:  The MTSS process will be refined using data tracking and will be communicated with staff.

     Action 2:  Teachers will identify English Learners that have a SLIFE label OR are not making sufficient progress in literacy using data and provide Tier 2 and Tier 3 interventions. The interventions will be progress monitored and will occur before and after school.

     Action 3:  Teachers will identify students receiving special education services that are not making sufficient progress in literacy and will provide Tier 2 and Tier 3 interventions. The interventions will be progress monitored and will take place before and after school.

Strategy 4: Clearview will increase parent knowledge and support in targeted intervention skill practice.

     Action 1:  Parents of students receiving interventions will be given information to support their child’s growth.

     Action 2:  Clearview will offer Family Literacy courses that teach parents English and how to navigate school.

ESSER III Mathematics Strategies

Outcome: Ensure students are making sufficient progress to be on grade level in Mathematics.

Strategy 1:  Students will develop procedural fluency from conceptual understanding in all workshop structures.

     Action 1: The Elementary Math Resource Teacher will collaborate with classroom teachers to incorporate at least one math task per quarter.

     Action 2:  Classroom teachers will analyze student work and identify fluid strategy groups for small group instruction.

     Action 3:  The Elementary Math Resource Teacher will design professional development opportunities for classroom teachers to deepen understanding of math learning progressions across grade levels.

     Action 4:  School administration will provide additional time during the school year for teachers to analyze and identify high leverage, small group practices.

Strategy 2:  Students will develop mathematical understanding through discourse in all workshop structures.

     Action 1:  The Elementary Math Resource Teacher will design professional development opportunities for classroom teachers to deepen their understanding of math workshop structures.

     Action 2:  During CLTs, teachers will analyze student work samples such as math tasks, unit assessment data, and exit tickets, to identify common themes and inform discourse practices.

     Action 3:  Teachers will embed into workshop structures needed content from previous units and grade levels as identified through data analysis from iReady, VGA, and Common Assessments.

Strategy 3:  Clearview teachers and administrators will actively participate to refine the Multi-Tiered Systems of Support process to ensure all students are making progress in math and will respond using Tier 2 and Tier 3 interventions to support students as needed.

     Action 1:  The MTSS process will be refined using data tracking and will be communicated with staff.

     Action 2:  Teachers will identify English Learners that have a SLIFE label OR are not making sufficient progress in math using data and provide Tier 2 and Tier 3 interventions. The interventions will be progress monitored and will occur before and after school.

     Action 3:  Teachers will identify students receiving special education services that are not making sufficient progress in math and will provide Tier 2 and Tier 3 interventions. The interventions will be progress monitored and will take place before and after school.

Strategy 4:  Clearview will increase parent knowledge and support in targeted intervention skill practice.

     Action 1:  Parents of students receiving interventions will be given information to support their child’s area of growth.

     Action 2:  Clearview will offer Family Literacy courses that teach parents English and how to navigate school.

ESSER III Wellness Strategies

Outcome: Ensure students feel safe, included, and supported in the school environment.

Strategy 1:  Clearview will refine the MTSS process so that all grade levels will consistently utilize MTSS to identify students requiring tier 2 and 3 wellness interventions.

     Action 1:  An MTSS guide will be created and made accessible to teachers.

     Action 2:  Students requiring tier 2 and 3 social/emotional supports will be provided individualized interventions identified through the MTS process.

     Action 3:  MTSS steam will monitor data from SEL screener and identify any additional interventions and wellness resources needed.  

     Action 4:  Grade level teams will have a regularly scheduled meeting time to review data, interventions, and progress for students needing social, emotional, and behavioral support. 

Strategy 2:  The MTSS team, clinical staff, and PBA committee will identify Tier 1 practices currently in place and determine additional practices using the SEL screener data.

     Action 1:  Teachers will dedicate at least 30 minutes weekly to teaching a social emotional learning curriculum.

     Action 2:  The PBA committee will refine current behavioral referral procedures and provide training to staff.

     Action 3:  Teachers will be provided optional training and/or coaching on trauma informed practices and Responsive Classroom.

     Action 4:  EAch K-6 classroom will have a dedicated space for students to utilize calming strategies.

Strategy 3:  An MTSS Attendance team will be established to meet at least monthly to review attendance, identify interventions, and establish clear protocols.

     Action 1:  Attendance processes and interventions will be clearly defined and shared with staff.  Attendance policies and expectations will be communicated to families and reinforced in attendance meetings.

     Action 2:  Referrals to the Attendance Intervention Specialist will be made for students with 15 or more unexcused absences and 20 or more medical absences without a doctor’s note or parent’s participation in attendance meetings.

     Action 3:  Attendance conferences will be held for students that have 10 or more unexcused absences and for students with 15 medical absences without doctor's notes to help address barriers.

     Action 4:  Clinical staff will work to establish relationships with community agencies that can assist families with identifying community resources including access to medical care.

Access & Opportunity End of Year SMARTR Outcome

Goal:  By June 2022, 100% of students in grades K-6 will have had the opportunity to engage in a minimum of 4 Access to Rigor learning experiences during Tier 1 instruction, using the Advanced Academics Program (AAP) Framework and Curriculum. 

 By June 2022, 100% of  Clearview instructional staff will implement a minimum of 1 strategy and  2 actions from the Young Scholars implementation guide. 

Strategy 1:  Staff will create meaningful learning experiences for students by focusing on the driver of “Access to Rigor” by providing advanced academic curriculum to all students.

      Action 1:  Grade level teams will choose to provide AAP experiences, once per quarter, in one content area or across multiple content areas.

     Action 2:  The AART and Level IV Advanced Academics teachers will collaborate with grade level teams to provide professional development and understanding of AAP resources.

    Action 3:  Grade level teachers will be provided opportunities to co-plan and co-tech Access to RIgor lessons with the AART or math/literacy coaches.

    Action 4:  Teams will reflect on the experiences and take notes within the team agendas during collaborative learning team meetings.

Strategy 2:  Clearview will form a YS team made up of different stakeholders to create shared responsibility across the school.

      Action 1:  The YS team will analyze the results of the pre-assessment data to consider how to plan for school-wide YS implementation.

     Action 2:  The YS team will meet monthly to consider how to build collective capacity for YS model implementation at school.

     Action 3:  The YS team will collaborate to create and execute a plan to utilize Young Scholar per pupil allocation.

     Action 4:  The YS team will network with other schools to share strategies to support YS identification, implement strategic interventions and instructional successes.

Strategy 3:  Grade level teams will collaborate to support the implementation of the Young Scholars model.

    Action 1:  Grade level teams will participate collectively in a pre-assessment of school-wide Young Scholars Model implementation using the Implementation rubric at the beginning of the year and a post-assessment at the end of the year to track school-wide growth.

     Action 2:  Each grade level team will collaborate to identify new YS students for services at least twice a year.