Ysleta ISD Interventions and Academic Strategies Overview
Ysleta ISD implements a comprehensive academic intervention plan focusing on closing learning gaps and promoting growth for students across grade levels. The plan includes structured intervention sessions at elementary and middle schools, data-driven approaches utilizing Eduphoria Reports, and different strategies tailored to address specific academic needs. The district aims to provide enrichment for advancing students while supporting those who require additional assistance to meet grade-level expectations.
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@YsletaISD #THEDISTRICT Interventions with the Think Along Plan Ysleta ISD
Division of Academics PK-8 Lorena Alvarez-Badillo -Elem RLA Specialist Priscilla Jatto - Elem Math Specialist Veronica Valdez Herrera -MS RLA Specialist Cheryl Neubert - Science Coordinator Michelle Cadena - Director of PK-8 Academics
2021-2022 2022-2023 Closing the Gap & Maintaining the Closing the Gap & Maintaining the Momentum Towards Momentum Towards GROWTH GROWTH Building Capacity with ALL - Principals, Instructional Coaches, Teachers
Digging into the Data Digging into the Data Eduphoria Reports: 2022 STAAR, Interim, Longitudinal, Subcluster Intervention Reports, District Assessments Student Groups:Students who regressed, maintained, or grew Need for Interventions to close gaps while also maintaining pace with grade level instruction Need to provide enrichment for students who maintained or grew
Structure of Intervention Sessions Structure of Intervention Sessions Elementary Schools 30-45 minute allotted time During the school day Served by teacher of record Intersession (October and March) Afterschool Middle Schools Curriculum Enrichment 45 minute class period, 5 days a week Students not successful on STAAR in Math and RLA Targeted Interventions on Student Needs Advisory 45 minute class period, 5 days a week All Students Currently 1 day SEL and 4 days intervention Scheduled to address needs of individual student Intersession
Different Approaches to Use Think Along Plan Middle School Curriculum Enrichment/Advisory Course 4th Grade Math Reteach to Address Hot Spot 5th Grade Science Proactive Spiral Prior to Administration of Assessment 4th Grade RLA Intersession: Reteach & Reinforce
Rockin Review
6 6- -8 RLA 8 RLA Think Along Plan using Lexia PowerUp
Curriculum Enrichment/Advisory Curriculum Enrichment/Advisory Small Group Interventions Driven by Data Small Group Interventions Driven by Data Using STAAR 2022 data from the previous year, students will be identified to receive prescribed small group interventions to meet the needs of their individual gaps during the day, And Lexia PowerUP data will drive the grouping and needs of the students.
RLA RLA - - Writing Writing Plan Plan Tell me what you know Make a Plan Work It Out Think it Up Follow-Up Do Do Do Show It Do Do Explore It Talk About It Defend It Reflect on It Discuss Discuss Discuss Let s Practice Discuss Let s Practice Discuss What are you more confident about? What makes a simple sentence? With a partner, create an example.
Make a Plan Do Explore It Discuss What makes a simple sentence?
Tell me what you know Do Talk About It Discuss With a partner, create an example.
Work It Out Do Show It Discuss Let s Practice
Think it Up Do Defend It Discuss Let s Practice
Allow students to go back to a writing piece they are working on and edit their writing using their new understanding. Follow-Up Do Reflect on It Discuss What are you more confident about?
MATH MATH Think Along Plan
Different Approaches to Use Think Along Plan Middle School Curriculum Enrichment/Advisory Course 4th Grade Math Reteach to Address Hot Spot 5th Grade Science Proactive Spiral Prior to Administration of Assessment 4th Grade RLA Intersession: Reteach & Reinforce
How will we address Hot Spots without interrupting the pacing of our curriculum?
Monday-Friday Sequence Monday Tuesday Wednesday Thursday Friday Make a Plan Tell Me What You Know Work It Out + Explicit Reteach (Mini-Lesson) Think It Up Change It Follow Up Suggested Strategy: Undercover Agent Suggested Strategy: Z-Chart with a Texas Two-Step Suggested Strategy: IQ Slap Down Redesigninto a new item type Re-Assess Lead4wad Quickchecks Suggested Strategy: Presto-Chango!
Intervention Block Sequence (2 x week) Intervention Session 1 Intervention Session 2 Make a Plan Tell Me What You Know Explicit Reteach (Mini- Lesson) Work It Out Think It Up Change It Follow Up Suggested Strategy: Undercover Agent Suggested Strategy: Z-Chart with a Texas Two- Step C-P-A Suggested Strategy: IQ Slap Down Redesigninto a new item type Re-Assess Number Strings Lead4wad Quickchecks Suggested Strategy: Presto-Chango! etc.
Make a Plan Monday: Make a Plan Monday: Explore! What do you see? What do you know? What question can be asked? How would you start? Strategy: Undercover Agent Strategy: Undercover Agent
Tell Me What You Know Tuesday: Tell Me What You Know Tuesday: Talk About It! What do you know about the content? What information is important? TOPIC MAIN POINTS VISUAL SUMMARY Strategy: Z Strategy: Z- -Chart w/Texas Two Chart w/Texas Two- - Step Step
Explicit Reteach: Explicit Reteach: Number String
Work It Out Wednesday: Work It Out Wednesday: Defend It! Explain your answer in more than one way. What mistakes do we need to avoid? Round 1: Slap down the WORST answer Round 2: Slap down the DISTRACTOR F G Round 3: Slap down the CORRECT answer H J The ____ answer is __, because The ____ answer is __, because Strategy: IQ Slapdown Strategy: IQ Slapdown
Think It Up Thursday: Think It Up Thursday: Change It! How will this item help me: answer another item connect with other content change the answer? If _____ changed, how would that A stadium sold 33,300 tickets to a concert. Tens Hundreds Thousands Ten Thousands 10 times 1/10 The value of the digit in the ___________________ place is ___________________ the value of the digit in Tens Hundreds Thousands Ten Thousands the ___________________ place. Strategy: Presto Strategy: Presto- -Chango! Chango!
Follow Follow- -Up Friday: Up Friday: Reflect On It! What are you more confident about? -getting started -understanding the content -solving and explaining Do we still need to work on this? Strategy: Lead4ward Strategy: Lead4ward Quickcheck Quickcheck Respond, Reveal, Respond, Reveal, Revise Revise
Reading Reading Think Along Plan
Different Approaches to Use Think Along Plan Middle School Curriculum Enrichment/Advisory Course 4th Grade Math Reteach to Address Hot Spot 5th Grade Science Proactive Spiral Prior to Administration of Assessment 4th Grade RLA Intersession: Reteach & Reinforce
How will my instruction address the rigor and needs of all my students?
Think Along Plan Intersession Monday Tuesday Wednesday Thursday Friday Fiction Story Fiction - Poetry Informational Argumentative Paired Passage Considerations for Intersession: Identified students for intervention Resource(s) -HMH Test Prep 5 days instruction 3 hrs. A day
Explore the text! Pick a text. What do you see? What genre is this passage? Give students time to explore the passage/graphic features and With a partner, let s make connections between the pieces and make a prediction about the text you are about to read. display on the screen or cut apart and make it a manipulative. Use a Lead4ward strategy such as Ball Toss Boogie, Choose & Chat, Rise and Shine, Anticipation Guide or Undercover Agent I see________. I can predict that _______ because _________. for students to explore the text. Moira s New Moira s New School School Mrs. Shephard My heart sank mischievous gloomy nervously Katie ...You ll fit right in around here.
Talk About It-Comprehension! First Read-Read Aloud: What do you know about the genre? What do you visualize? What is important about the genre? Give students time to think, record and discuss what they know, use a graphic organizer or Tour of Knowledge strategy. After the 2nd read, students make connections with the reading and filter information or events that are most important using Fact or Fib, Just the Facts or Connect 4 Thinking.
Show It!-Ways to Show What did the author say? How did the author's word choice help me understand the text? What is the meaning of the text? Go deeper into comprehension by having students look for text evidence. Using a strategy such as Presto Chango! change a multiple-choice question into an open-ended response to deepen thinking and to correct learning mistakes. Other strategies: IQ Slapdown, Make the Case, or Rock & Roll Item Review. Moira Moira s mother Mrs. Shephard
Analyze It!-Authors Craft What did the author do? Why? Point out specific features/characteristics of point of view, structure and language for students to analyze using strategies such as a Compare and Contrast Model, Odd One Out, Nine Squares or Connect the Dots.
Reflect On It! What are you more confident about from this genre? What else do you need to work on? Comprehension Ways to Show Author's Craft Reflect on the level of confidence the students have with the focus of the day. Do a short formal check for understanding (Ex. 4 multiple choice comprehension questions on the passage)
SOCIAL STUDIES SAMPLE SOCIAL STUDIES SAMPLE Available in resource folder Available in resource folder
Science Science Think Along Plan
Different Approaches Middle School Curriculum Enrichment/Advisory Course 4th Grade Math Reteach to Address Hot Spot 4th Grade RLA Intersession: Reteach & Reinforce 5th Grade Science Proactive Spiral Prior to Administration of Assessment
How will I be proactive in order to review and spiral TEKS before a district formative assessment?
Monday-Friday Sequence: 1st 10 minutes of class Monday Tuesday Wednesday Thursday Friday Make a Plan Tell Me What You Know Work It Out Think It Up Change It Follow Up Suggested Strategy: Visual Literacy Questions Suggested Strategy: Thought Bubbles Suggested Strategy: IQ Slapdown Suggested Strategy: Odd Man Out Suggested Strategy: Self Assess Post its
Make a Plan Monday: EXPLORE IT What do you see? What do you know? What question can be asked? What kind of visual is this? Observe its Parts Words: Are there labels, descriptions, etc.? Visuals: What are the parts and how are they connected? Start with first quadrant and round robin share responses while person responsible records. Meet the Visual Assign each person in group a quadrant on a poster at the table and a different colored marker. That person is the recorder for that quadrant Map Illustration Diagram Concept Map Flow Chart Photograph Video Model What do you notice about this visual? Try to Make Sense of It Try to Make Connections Share whole group as teacher records on whole class poster. Continue rotating to different quadrants and sharing and recording Does this visual show a cause-and effect relationship? Explain Does this visual remind you of anything you already know? Explain
Tell Me What You Know Tuesday: TALK ABOUT IT What information is important? What are the nouns and verbs in the prompt? Does the height of the ramp affect the amount of force? Pulling mass from the bottom of the ramp Does the mass affect the amount of force? What comments or questions might you ask? What do you know about the content?
Tell Me What You Know Tuesday: TALK ABOUT IT What information is important? The person is pulling against the force of gravity Friction, gravity, and magnetism are forces A spring scale is used to measure force Investigating Investigating Force Force A spring scale measures force in Newtons The question is asking what change will result in less force needed. Only one variable can change The ramp is at a certain height Strategy: Strategy: Thought bubbles Thought bubbles
Work It Out Wednesday: Defend IT Explain your answer in more than one way. What mistakes do we need to avoid? SLAP down the WORST ANSWER SLAP down the DISTRACTOR SLAP down the CORRECT ANSWER Strategy: Strategy: IQ Slapdown IQ Slapdown
Think It Up Thursday: Change IT What differences do you notice? B A Analyze each image for differences Turn to your shoulder partner and discuss which one is the odd one out. Find your sole-mate and justify your choice. C D Strategy: Strategy: Odd One Odd One Out Out
