Intentional focus on Special Education programming is necessary to impact achievement and growth for students with disabilities, and to ensure students with behavior concerns have a response protocol in place to meet their needs, while allowing for academic interventions to continue to take place. Following analysis of behavior incidents, VoW and Culture and Climate surveys, and increased need for behavioral goal setting through MTSS plans, 504s, and IEPs, we targeted 24-25 staffing and programming to meet varied behavioral needs displayed by students, and to value all people to do their work, engage in their learning, and partner for success. Full and specific staffing (Counselor and 4 SPED Generalist Resource teachers to include a case manager for Moderate Needs) and continued targeted behavioral supports and interventions, including our robust PBIS system, will decrease behavioral incidents and negative impacts on student learning in all environments. Appropriate programming will also support adequate academic support and interventions to ensure students with disabilities are accessing general education and special education environments, and demonstrating academic performance in both achievement and growth in all content areas, and as measured by all assessments.
Recent and coming adoption and implementation of curricular resources across the Falcon Zone schools in all core content areas supports instruction and student learning at the Tier 1 level to educate, reach, and grow firm foundations for our students. The acquired resources are aligned to the priority standards at each grade level, as well as our Falcon Zone Instructional model of EmpowerF, to ensure we empower each and every learner effectively in every classroom.
Continuing to grow and focus on our process of identification of students' targeted area(s) of needs in Early Literacy supports our priority to intervene upon such area(s) and promote growth in students scoring at/above benchmark based on DIBELS 8 composite scores. Using all data sets (DIBELS 8, Star Early Literacy/Reading, ESGI, SIPPS Placement Assessments, and classroom assessments), we are able to identify the greatest area of need and target intentional programming (SIPPS, Heggerty, mClass intervention) to show growth for every student in their measures of reading skills and fluency. Progress monitoring and SIPPS Mastery Assessments support adjustments to the targeted area of need, and allow us to ensure groups of students are aligned to best implement programming.