One of the crucial functions of assessment is to measure student mastery of the standards. The district recognizes the importance of assessing all K-8 students at least three times a year to ensure students are making appropriate growth and progressing through the curriculum. This process also allows us to better identify students who may be in need of academic intervention.
Because OCS strongly believes students can be successful given the right tools, teaching, and time, we have implemented a specific process for providing them to students in need of academic intervention. While the process looks slightly different at various levels throughout the district, the end goal is still the same: getting students on track for success. Our students’ response to intervention is measured throughout the intervention period, and decisions about future academic activities are made based on that data.
At the elementary level, students receive intervention and enrichment in addition to their core instruction during a set-aside period called “ICE Time.” During ICE, or Intervention, Computer, and Enrichment Time, students receive small group intervention services, use technology to practice skills, and/or engage in activities designed to help them deepen their knowledge. No core instruction takes place during this time, so students aren’t missing important information. Research based practices used during small group instruction include Orton-Gillingham multi-sensory reading strategies, close reading instruction, writing, and math help. Title 1 teachers and tutors, intervention specialists, and general education teachers provide the instruction.
For more information about Orton-Gillingham and close reading strategies, please click the links below.
At Eisenhower Intermediate School, interventions are provided to students during a set-aside period called “Connections.” Connections is a time when all students can get what they need. The time is structured so students can experience hands-on activities, as well as extension activities in co-curricular subject areas. Students also receive research-backed academic interventions during this period as well. The program used for math intervention is Math Navigator and the program for reading is Comprehension Tool Kit.
At Fassett Junior High and Clay High Schools, specific academic interventions are provided during STRIDE periods. STRIDE stands for Study, Tutor, Read, Intervene, Develop, and Enrich. Similar in intent to the elementary and intermediate programs, this separate period is structured to provide students extra time to receive academic assistance, specific academic interventions, enrichment activities, and mentoring from staff members. Teachers are available to assist students in all academic subject areas.
Fassett students needing additional help in math are also provided intensive math remediation during a Math Lab period.