Phantom Student Supports 

& Interventions 
Whatever It Takes in 2019-2020
Attendance
Behavior /Social Emotional
Academic
MTSS Intervention Planning Guide
 
Attendance 
Per Quarter 
After the first three absences (excused or unexcused ​BOE Policy 4120​) homeroom teachers will send home attendance
letter with the student. Ms. T. Parrish will generate those letters for teachers and place them in their box. ​Teachers will 
no longer have to sign the letter, make a copy and return to Ms. T. Parrish. 
 
Between absences four and five (excused or unexcused) Ms. Parrish will send the 40 letter alerting parents of
excessive absences. Ms. Parrish will check-in with admin, guidance counselor and our School Social Worker, Charity
Pate. ​charitypate@johnston.k12.nc.us

Teachers will continue to document in a call log conversations to parents regarding grades, behavior, and attendance.

Parent Conferences with some or all of the following participants will occur to discuss interventions/solutions:
Teachers, Guidance Counselor, Social Worker, Administrators, School Nurse

**After the 4th early pickup students will no longer be eligible for perfect attendance. This is in alignment with Benson
Elementary School and was voted on by the School Improvement Team.

Waiver Process:​ A student who exceeds four absences per nine weeks will receive a 59 for the grading period without
a principal waiver. At the end of the quarter, teachers will complete ​the waiver ​form​ for students who have more than 4
absences. The principal will deny or approve the waiver based on documentation of absences.

Per Year 

After the 10th unexcused absence, Ms. Parrish will send the 42 letter alerting parents of possible truancy violations.
This will be referred to the school social worker.
  
 
 
 
Behavior / Social-Emotional 
Behavior Plan: 

Please reference the BMS ​Behavior Plan ​ for specifics in regards to ISS and other disciplinary procedures. Remember,
an administrator will remove the student and the teacher will complete the BMS ​Behavior Referral Form​. The
administrator will assign appropriate consequences.

When a student is assigned ISS or OSS multiple times, possible interventions and strategies will be discussed by the
MTSS team. A behavior goal and plan will be created. Parent Conferences with some or all of the following participants
will occur to discuss interventions/solutions:
Teachers, EC Teachers, Guidance Counselor, Social Worker, Administrators, School Nurse, ISS Coordinator

IF deemed appropriate, a student may be assigned to Connexus courses.

Teachers may refer students to the guidance counselor or school social worker if they feel that students are having
other behavior or social-emotional deficits and classroom interventions are not working. Referrals will be reviewed
during the MTSS monthly meetings.

Academic 
Teachers will differentiate core instruction during the scheduled instructional block that infuses research based best
practices. (See Marzano Strategic Plan.) Strategically developed mastery measurement tools will be used to evaluate
student learning. (See PLC Plan). EC/504/LEP services will be delivered as noted through documentation. Teachers will
utilize assessment data to assign students 2-4 days of tutorials per week to work on skill deficits. Likewise, students will
be assigned 2-4 days of enhancement/enrichment to accelerate learning. This will be accomplished during POWER
block. EMPOWER software will be used to monitor progress as well as MAP and NC Check-In data. This plan will
evolve over the course of the year. Teachers can reference the ​MTSS Resource Bank​.

Professional Development Topics Supportive of Subgroup Growth 

- Equity/Cultural Awareness 
- Scaffolding 
- Lesson Design (Pre, During, Post) 
- Balancing CORE with Intervention 
- Formative Assessment 
- PLC Processes 
 
 
 
General Resources 
http://www.centeroninstruction.org/ 
http://www.bestevidence.org/ 
http://dww.ed.gov/​ ​(Do What Works) 
http://www.ebi.missouri.edu​ ​(Evidence Based Intervention Network) 
http://www.intensiveintervention.org  
http://www.promisingpractices.net/programs.asp  
http://ies.ed.gov/ncee/wwc/​ ​(What Works Clearinghouse) 
http://www.nea.org/home/13550.htm ​ (Strategies for Closing Achievement Gaps-School Level) 
http://www.nea.org/assets/docs/mf_CAREbook0804.pdf ​ (Strategies for Closing Achievement Gaps-Classroom Level) 
SEL recommendations from National Commission: ​From a Nation at Risk to a Nation of Hope 
Evidence of the benefits of Mindfulness in Education: ​Mindful Schools 
Building Resilience in Children and Young People​: A lit review for the Dept of Education and Early Childhood 
Development 
https://drc.casel.org/sel-as-a-lever-for-equity/equity-considerations-for-sel-implementation/ 
 
 
African American Subgroup Strategies 
District Level Strategies beginning page 25 
- Phased district plan 
- Emphasizes STEM a lot 
Evidence-Supported Interventions Associated with Black Students’ Educational Outcomes 
Supporting African American Students in Math 
- Research Culturally Relevant Teaching (CRT) 
How do I teach mathematics in a culturally responsive way? 
- Questions on page 53 
Prodigy Culturally Responsive Teaching Strategies 
Enhancing Common Core with Culturally Responsive Mathematics Teaching 
- Strategies start on pg 29 
Can I Be a Multicultural Educator in Math? 
Grant, C. A. , & Sleeter, C. E. (2013). ​Turning on Learning: Five Approaches to Multicultural Teaching Plans for Race, 
Class, Gender, and Disability​ (5th edition). 
A book dedicated to multicultural lesson planning in content areas, including mathematics. 
Evidence Based Strategies for Black Males 
- The Influence of Culturally Relevant Pedagogy 
- Enhancing Common Core with Culturally Responsive Mathematics Teaching 
 
 
 
English Learner Subgroup 
How do I teach mathematics in a culturally responsive way? 
- Questions on page 53 
Prodigy Culturally Responsive Teaching Strategies 
Enhancing Common Core with Culturally Responsive Mathematics Teaching 
- Strategies start on pg 29 
Can I Be a Multicultural Educator in Math? 
Grant, C. A. , & Sleeter, C. E. (2013). ​Turning on Learning: Five Approaches to Multicultural Teaching Plans for Race, 
Class, Gender, and Disability​(5th edition). 
A book dedicated to multicultural lesson planning in content areas, including mathematics. 
Secondary EL Student Resource  
Teaching Reading to High School EL’s  
Teaching Reading to Middle School EL’s 
 
 
SWD Subgroup 
Classroom Strategies for Students with ADHD 
LDs in Mathematics 
- Great chart looking at brain and math 
High Leverage Practices in Special Ed 
Evidence Based Strategies for AU Students 
- Individualized Instructional Strategies in Mainstream Classrooms 
- Enhancing Social Behavior in an Inclusive Classroom 
Evidence Based Strategies SWD Students in Math 
- Cognitive Strategies for Teaching Word Problems to Struggling Students  
- Evidence Based Resources for LD Students  
Evidence Based Strategies in Reading  
- Components of Balanced Literacy and Strategies for the Classroom 
Reading and the Brain: Strategies for Decoding, Fluency, and Comprehension 
Effective Inclusion Strategies for Working with SWD 
High Leverage Practices in Special Ed