Bartley ElementaryOur interventions occur both in and out of the classroom. RTI (Blitz) is daily and available faculty and staff are utilized to work with students for a 30 minute segment to meet their instructional needs, whether it be remediation, continued instruction, or enrichment.
We have two building tutors and one volunteer who provide individual or small group academic support. |
Fulton Early Childhood CenterIn early childhood, interventions are put in place by the classroom teacher. We do not have the staff to implement RTI, but it is appropriate for the classroom teacher to implement interventions, with the way that our classrooms run. We now have a counselor, who will be running small group interventions in regards to social skills.
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Bush ElementaryAfter benchmarking students at the beginning of the year, reading interventionists meet in two-hour blocks with each grade level. The team breaks students into four to six groups based on their most pressing need. Every day, each grade level is assigned a 30-minute hornet time during which these groups of students meet with a teacher to receive instruction. Typically one classroom teacher services our enrichment students, while others have groups working on comprehension, phonics, writing, test prep, etc. Reading interventionists meet with small groups of students who are struggling the most. Each week teachers conduct progress monitoring so that students can move fluidly between groups as needed.
In math, teachers identify students in need of math assistance who then see a math tutor one-three days per week. |
Fulton Middle SchoolStudents at FMS are provided intervention in two main ways. First, students receive intervention in the classroom on grade level curriculum throughout each unit. Also, students take the NWEA assessment three times a year. This data, along with other academic and behavioral data, is used to place students into proper intervention needs during the intervention block at the end of the day.
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McIntire ElementaryAfter benchmarking students at the beginning of the year, reading interventionists meet in two-hour blocks with each grade level. The team breaks students into four to six groups based on their most pressing need. Every day, each grade level is assigned a 30-minute Hornet time during which these groups of students meet with a teacher to receive instruction. Typically one classroom teacher services enrichment students, while others have groups working on comprehension, phonics, writing, test prep, etc. Reading interventionists meet with small groups of students who are struggling the most. Each week teachers conduct progress monitoring so that students can move fluidly between groups as needed.
In math, teachers identify students in need of math assistance who then see a math tutor three days per week. |
Fulton High SchoolFHS has a designated seminar time in which we have built in several interventions. Four days per week, students have a thirty-five minute period during which time they may visit any one teacher on their schedule. They may use this time to work independently on their homework, seek help from that teacher, or prepare for or retake assessments. During this time, teachers can also request a student attend his or her seminar in order to make up missing assignments or receive additional instruction. On-Track Tuesdays are the days set aside for students to attend their assigned seminar teacher, who typically keeps the same students each year and serves as an adviser/mentor. During On-Track Tuesday seminar time, teachers and students check grades, look for and complete missing assignments, discuss strategies for success, set goals, and complete grade-level lessons designed by our counselors. Another intervention built into FHS is the Intensive Care Unit database, or ICU. ICU is a school-wide system for reporting missing assignments. When teachers input the missing work, parents receive a notification. Students have twenty-four hours to submit missing assignments before being pulled into the ICU room for supervised completion of their work. In 2018-19, our school implemented the ICU program with our freshmen; in 2019-20 we added sophomores to the ICU program. ICU has been proven effective in our building for recovering the practice necessary for success and in increasing the number of students who earn credit and remain on track to graduate with their cohort. Our PBIS team and Problem Solving team will continue to monitor students' needs and implement additional interventions (assigned Seminar time, Check and Connect, mentoring, etc.).
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