Students Performing Below Grade Level
Instruction is fluidly tailored to meet the ever-changing needs of the students at OLPH. Instructional support is offered in a variety of levels: tier one (all students) through tier three (students with special behavioral or academic needs). Teachers are provided with personalized professional development as they address the specific needs of their students. Data from the Measure of Academic Progress (MAP) assessments in second through eighth grades targets growth goals for individual students and informs decisions related to differentiated instructional plans. Growth projection plans are developed to outline students’ new goals and steps taken to promote success within said goals. These plans are revised after each administration of the MAP assessment.
When an achievement gap exists, the students are referred to the Student Advocacy Team (SAT) to determine any barriers to the learning process. Strategies are then developed to address learning needs with the individual student in mind. The recommendations are offered in the form of instructional strategies designed to promote success toward closing the gap; small group instruction for targeted skill practice; and application of support resources. OLPH recommends and conducts regular conferences to ensure the family can implement home-based strategies to foster improved performance. When there is a specific learning diagnosis, the issues are addressed by the Marian Program via the accommodations on the Student Accommodation Plan (SAP). The students can also be referred to the Math Resource Center for additional math support or peer tutoring.
Students Performing Above Grade Level
Students performing above grade level have needs that are addressed individually. The use of small instructional groups helps to provide instruction opportunities and vary the rigor level within the content area. Teachers also incorporate extension resources included with the textbook series in reading to offer skill-based challenges focused on the same topic as the students at other levels in the class.
In some instances at the middle school level, students are re-evaluated when they easily master the work in their math course. The math interventionist assesses the students and confirms with all grade and course level math teachers to discuss the merits of advancing the student to the next level course.
This year, OLPH is developing a Math Resource Center for students, offering math intervention provided by the teacher and/or peer tutors based on the degree of need. The math intervention teacher works with math teachers to find ways to engage advanced students in higher-level critical thinking opportunities. For above-grade level students, differentiation is provided through IXL digital activities that are self-paced and adaptive to their performance as the assignment progresses. Enrichment activities can be assigned based on the pre-instruction assessments or assigned after a summative assessment to provide independent learning opportunities for advanced students. These individualized resources permit teachers to work with these high-achieving students using strategies that target their specific needs.
OLPH has bilingual students who do not currently receive outside ESOL services. However, our academic learning resources are structured to support these students with intervention strategies delivered by the classroom teachers to aid and develop English language acquisition. The Student Advocacy Team (SAT) and teachers work together to design support for each student at their level of need. When a language barrier is identified for the student, tutoring support is offered, and further evaluation of the student occurs to help to bridge the language gap. SAT will then offer classroom-based strategies for the teacher, at-home strategies for parents, and resources, such as books in the student’s first language, to support comprehension and further language acquisition.
Guidance and Counseling
The counseling program offers students opportunities to learn to become well-rounded and successful individuals through classroom lessons, guest speakers, lunch groups, etc.. Character-building exercises enhance their individual personalities and overall social and emotional development. The counselor also works with the teachers, creating cross-curricular activities that address the class’s needs. The program will comprise four essential components that build the foundation for an individual: academic, social/personal, occupational, and spiritual.
The school counselor’s main role is guiding students to successful academic career outcomes. The full-time counselor provides monthly classroom lessons focusing on values, our PBIS code, character education, and social skills. The counselor will also meet with individual students based on challenges that may arise throughout the school year that could hinder their academic progress. In addition, the counselor is available to meet with groups of students on a needs basis. The school counselor collaborates and communicates with teachers/staff, parents, and children to ensure all students can work to the best of their ability.