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3-Tier Academic Intervention Program

Beginning in 2012, a formal 3-Tier Academic Intervention Program was created and implemented at the start of the 2012-13 school year. At ECHS, teachers and parents are informed by the intervention coordinators of students who are earning a D or F in any high school or college class. These students are assigned to the appropriate tutoring sessions. Students remain in tutoring until the end of the grading period and are released from this commitment only if their grade has improved to a solid C or better.

In the Spring 2015, ECHS received the Gold Ribbon Award for its exemplary work within the 3-Tier Academic Intervention Program. Prior to the 2012-13 school year, the school consistently had a schoolwide GPA less than 3.0 in all high school and college courses up to that point. Since the 2012-13 school year, the school consistently has had a schoolwide GPA greater than 3.0 with an all-time high of greater than 3.2 experienced since the first semester of the 2017-18 school year.

It is the belief that mastery of content standards is reflective in student grading, with a continual emphasis on growth mindset modalities and instructional strategies based on WICOR – Writing, Inquiry, Collaboration, Organization and Reading. With the increase of our schoolwide GPA at a college preparatory dual enrollment high school such as ECHS, this has increased the rate of students meeting all “a-g” UC/CSU pre-requisites while earning free college units that are transferrable to the colleges and universities they are accepted to upon graduation while enhancing our students’ college readiness in ELA and Mathematics. Since May 2016, ECHS students have shown steady growth in meeting proficiency on the ELA and Mathematics SBAC exams over the last three years.

Students with grades of C or higher who recognize areas of difficulty are encouraged to participate in tutoring sessions voluntarily. ECHS implements a variety of interventions at different tiers to help students be more successful. The program is assessed and modified to meet the needs of the students. This can be in the form of adding an additional period of mandatory tutorial support or having the student be referred to free after school tutoring services that are provided in our community.

TIER 1 – All Students

Schoology – All teachers agree to post assignments and grades online regularly and to use Schoology to contact parents via email as needed.

Paper Online Tutoring – All students have 24 hours/7days per week access to Paper Online Tutoring through their district-issued Chromebooks.

Tutorial Class – Available upon request by the student and/or parent. Students are enrolled in a class period of tutorial support and study skills with a faculty member.

TIER 2 – Additional Time and Support for Identified Students

National Honor Society Tutoring – Students who are earning less than 70% in any class can be referred to a National Honor Society tutor for academic assistance.

Parent Conference – Parents meet teachers to discuss strategies to increase student success.

Tutorial Class – Students who have earned a D or F in the previous semester and continue to display a need for support are enrolled in a class period of tutorial support and study skills with a faculty member.

TIER 3 – Additional Targeted Time and Support for Identified Students

1-on-1 Administrative Mentoring – Students will have 1-on-1 mentoring sessions with the Principal to do grade check-ups and identify other academic support resources for the student.

Tutorial Class – Students who have earned a D or F in the previous semester and continue to display a need for support are enrolled in a class period of tutorial support and study skills with a faculty member. Those students identified as struggling readers are enrolled in the Reading Plus program in order to complete lessons in the program towards improving diagnosed reading skills.

Student Contract & Parent Conference – Students who continue to struggle or who do not attend mandatory tutorials will be placed on a behavior and academic contract. Students must maintain a 2.0 to be enrolled in classes at Coastline College. Students are allowed 1 semester of probation to improve their GPA.

College admissions require the successful completion of a series of yearlong college preparatory courses during high school with a grade of C or better. All students can meet the demands and expectations of a college prep program. Struggling students can master the requirements of these courses with dedication, additional instruction and assistance. Through personal determination and commitment, and the support of the intervention program, ECHS students succeed and excel.

ECHS is the only high school in the Newport-Mesa Unified School District that provides both a tutor lab that is open throughout the whole school day and Tutor Corps classes for students needing academic support within the regular bell schedule. In addition, two-thirds of the student body is comprised of AVID (Advancement Via Individual Determination) students. All AVID elective classes have tutors present when weekly Tutorials are held.

ECHS is also a Title I school whereby it is written within the school’s SPSA (School Plan for Student Achievement) that Title I funds are used to pay for college tutors, the academic intervention coordinators, and materials needed to support both the Tutorial and AVID classes. This also includes purchasing the Reading Plus Program licenses as well as paying for social-emotional counseling support to assist our students outside of their access to both their high school and college guidance counselors. School systems such as AVID, one-to-one Chromebook-to-Student, PBIS and Tutor Corps are effective in providing the constructs and resources needed for students to achieve at their very best.

Our staff, PTSA (Parent Teacher Student Association) and School Site Council are involved in formulating the SPSA that has a focus on providing academic intervention supports for each student. Our school district annually solicits parent, student and input through the LCAP survey on the 8 Priorities. This information is shared with the school site in order to assist the school in creating the SPSA. As it relates to this program, this aligns directly with District LCAP Priorities 2, 4, 7 and 8. The annual budget and SMART goals are created to hold the school accountable in implementing its action steps and reaching its objectives. Data is used to measure the effectiveness of the goals written within the SPSA.