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Student Supports

Professional Learning Communities (PLC)

Professional Learning Communities (PLC) is an integral part of the daily schedule, data reflection sessions (DRS) and intervention models at Jersey Avenue Elementary School. This model is the foundation for student success and is the driver of instructional practices, of interventions, and of professional development. While the PLC model has been implemented over the past eight years at Jersey, targeted and intensive refinement of the model have been the focus over the past two years. PLCs drive core instruction, are the basis for bi-monthly data reflection sessions, and dictate the interventions that will take place for all students. This targeted approach leads to a 3-tiered model for intervention, which increases access to the core curriculum for all students at their level of need.

Response to Intervention (RtI)

Targeted instruction at Jersey Avenue Elementary School is a 3-tiered academic approach. All students participate in the school-wide intervention model. Tier 1 includes participation in the core academic curriculum for all students. This includes English Language Arts, Mathematics, History/Social Science, Science, and Writing. All students participate in these classes and they take frequent benchmark and common assessments to gather data on performance. This data is reviewed twice a month with specific focus given to English Language Arts, Writing, and Mathematics. During the data reflection session, students are placed in quadrants based on achievement (Challenge, Benchmark, Strategic, and Intensive). These quadrants then determine student placement in targeted interventions (tier-2). The targeted interventions have two goals: preview the content for struggling students, and fill gaps that otherwise could not be filled during core instruction. Teachers and interventionists meet during DRS to discuss what will take place during intervention classes. All students participate in the 2nd-tier intervention program. For our most struggling students, a 3rd-tier intervention is provided during the school day. This is sometimes referred to as “2nd dose RtI”. These students are far below grade level. The focus of the tier-3 intervention classes is to fill “gaps” in learning that may be impeding students from grasping the grade level curriculum.  Along with providing targeted support for struggling students, the RtI model allows for students working at and above grade level to receive “challenge” instruction. These “challenge” classes develop students’ reading, writing, mathematic skills with a focus on extending learning. All interventions, tier 2 and tier 3, work to support the core curriculum, and therefore, are aligned to the State Board of Education academic content and performance standards, known as the new California State Standards.

Data Reflection Sessions (DRS)

The goal of DRS and RtI is to provide laser-focused and targeted instruction based on the most current data available to us at the time of implementation. This is accomplished by asking and answering four questions each time we meet to discuss data:

  • What do we want students to learn?
  • How will we know when students have learned it?
  • How will we respond if they do not learn it?
  • How will we respond if they already know it?

Tutoring Opportunities

At Jersey Avenue Elementary School we strive to offer multiple tutoring opportunities during the school year. Please check the schedule below for current tutoring opportunities. Please inquire with your student's teacher for tutoring opportunities. 

 

Technology Tutoring (1.24.17 - 3.17.17)

  • 2:35 p.m. - 3:35 p.m. - Tuesday

EL Tutoring (1.24.17 - 3.17.17)

  • 7:40 a.m. - 8:10 a.m. - Tuesday, Wednesday, Thursday