ANSWER:

When a classroom has a significant number of students who are not making expected academic progress, there are several steps a school may take, including the first step of carefully analyzing the data to determine what may be contributing to the concerns. Possible steps may include:

• providing professional learning or coaching to the teacher;
• providing appropriate interventions to students who may need them; and
• utilizing curriculum resources to identify content and concepts that may need to be strengthened through reteaching or providing tutoring services before, during, or after the school day.

Other steps may include assigning a special education co-teacher or an English language development teacher to support the classroom teacher. The staff development teacher, reading specialist, or central-office instructional specialist also may help plan lessons, model lessons, and provide teacher instructional feedback. These supports are reflected in the operating budget through investment in tutoring services, school-based and central office instructional support positions, intervention programs such as Read 180 and System 44, curriculum resources, and professional learning opportunities.