Student Group-Specific
Student Group-Specific
Embedded Files
Go to most frequently used resources:
Thanks to the robust set of data tools available, SDP educators have a wealth of accessible information, including drilling down to data on specific student groups. These tools can inform us about past outcomes (see Qlik), as well as current and projected performance (see Grades Monitoring Tool). These data serve as critical real-time information on where additional interventions are needed.
9th Grade Teams can engage in a Target Group Analysis-- a meeting facilitation protocol that serves to generate strategies to provide targeted support to students, drive grade level teams’ ongoing work of supporting strong course performance, and utilize teams’ collective knowledge and responsibility for ensuring student success.
Taking into consideration the unique strengths and challenges of specific student-groups can help inform effective strategies tailored to their needs and circumstances.
Featured Student Group-Specific Interventions
Featured Student Group-Specific Interventions
What?
How?
When?
Who?
Gender-based Peer Groups
Some schools have created gender-based small groups that meet regularly with social worker / counselor; such as: male mentoring group.
Example: A 9th Grade Teacher Leader filters the GMT for students with good attendance but failing (or projected to fail) 1 or 2 core courses. They notice a large disparity in on-track rates for males and further narrow their list by filtering for just male students. This subgroup list then becomes the focus list for teacher interventions for the next 4-6 weeks. The team uses the Target Group Analysis Protocol to review and analyze the data for this subgroup, then forms action steps.
As-needed
✔Counselors
School Spotlight:
South Philadelphia
Approaches to SPED On-Track
Educators may find low on-track rates for SPED students, including those under-enrolled and “automatically” considered off track.
One 9th Grade Academy team developed a communication strategy to bridge the gap between their specialized services team and their general education team to better support students with IEPs. (see Explore Further below).
Start of School
✔Leaders
✔Teachers
✔Counselors
School Spotlight:
Fels
Check & Reflect for ELL
Educators can now more easily engage ELL students and families in conversations around their data and progress. Check & Reflect is now available in English, Spanish, Chinese, Vietnamese, Russian, Albanian, Khmer, French, and Arabic. For students whose primary home language is a language other than English, their Check & Reflect report will generate in their home language as well as English.
Start of School
✔Leaders
✔Teachers
✔Counselors
Back to Interventions by Topic
Explore Further
Explore Further
The table below includes additional foundational content to learn more as your progress in your 9GOT practices.
Emerging is good for staff that are new to the 9th Grade On-Track work, and/or schools that are just starting to implement the 9th Grade On-Track tools and initiatives. Progressing is good for staff/schools who have basic knowledge of the materials and have implemented core components of the model but want to further the implementation. Accelerating is for schools that have successfully implemented many of the 9th Grade On-Track tools and initiatives and are looking for ways to advance the work even further.
Resource Link
Description
Level
This meeting facilitation protocol (PAI-adapted from the School Reform Initiative and Network for College Success) serves to generate strategies to provide targeted support to students, To drive grade level teams’ ongoing work of supporting strong course performance, and To utilize teams’ collective knowledge and responsibility for ensuring student success.
Emerging
This SPED On-Track document (PAI-distilled from implementing schools) outlines a communication strategy to bridge the gap between specialized services and the general education team to better support students with IEPs.
Accelerating
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