Recognition, Intervention, and Adjustments

Students recognized for effort, character, and citizenship in addition to academics.
For struggling students, child study teams develop and implement plans, and tutorials are offered before or after school and in summer programs.

Higher-performing schools not only honor academic achievement, but also recognize effort and character. Their focus is on developing good citizens who show caring for others and their community in addition to high academic performance.

When students are not succeeding, teachers recommend them for academic intervention services (AIS); they may also notify the principal, who then schedules a meeting with, for example, the school psychologist, head of curriculum, resource specialist, speech specialist, present and previous teachers, and sometimes parents, concerning a struggling student’s needs. This “child study team” then recommends interventions, identifies the intensity of services and exit criteria for high, medium, and low intensity levels of support. The team meets regularly throughout the school year, and when a team meets the next year they review what has been done and carry forward each student’s portfolio.

When interventions are needed, students are served through tutorials in before school, after school, and/or summer programs. This support comes from classroom teachers who either work with the tutored children during the school day or who collaborate with classroom teachers to focus support.

Some differences between higher- and average-performing schools

Average-performing schools offer little recognition for non-academic achievements, including effort. Higher performers honor effort as well as performance and focus on high expectations for all, rather than recognition for few.

For the needs of struggling students, little discussion occurs among teachers and support staff in the average performers. Rather, planning and implementation of instructional interventions are left up to individual teachers. Struggling students are recommended for mandated Academic Intervention Services (AIS), but little intervention is offered outside of the regular school day.

At higher performers, teams of teachers and support staff regularly discuss struggling students' needs. "Child Study" or "Instructional Support" teams develop plans for and consistently monitor performance of these students. In addition to Academic Intervention Services (AIS), teachers modify classroom instruction to meet students' needs. They provide before school, after school, andor summer program support to struggling students.

Selected Evidence:

The Mount Vernon Superintendent’s Report recognizes school and classroom efforts based on reports submitted by school principals. At the district’s schools, including Traphagen, after-school mathematics and ELA programs are based on district programs and offered at the school.