The Literacy Intervention program is an intense reading support group for students. Students with multiple reading concerns are typically candidates for literacy intervention. In addition to classroom reading instruction, students who qualify for intervention will receive 30-40 minutes of small-group reading instruction, four to five days a week, with a reading teacher or specialist. Intervention Literacy has a balanced literacy approach focusing on accuracy, fluency, and comprehension. The components of a literacy lesson include rereading a familiar book, word work, writing, and introducing or reading a new book. Close collaboration among the intervention teacher, classroom teacher, and student families is aimed at promoting accelerated learning to meet proficient reading goals.
What is PBIS?
PBIS stands for Positive Behavioral Interventions and Supports. PBIS is about teaching and promoting safe, respectful, and responsible behaviors. Students are recognized for making positive choices that follow our school expectations. When students do not follow expectations, they are re-taught the appropriate behavior and, when necessary, are given an Office Discipline Referral (ODR).
Youth-Tutoring-Youth is a program that provides high school students with an opportunity to give direct tutoring assistance to elementary classrooms under the guidance of a supervising and coordinating teacher. Tutoring occurs in one-on-one, small-group, or whole-group settings. High School students typically work with students for one semester.
Specialists at Longfellow work with students who may need temporary academic support. Students meet with certified teachers in small groups, in addition to the regular classroom instruction. This additional instruction targets specific skills necessary to enhance performance in reading or math. Instructors select from several programs tailored to the students' needs.
The Early Literacy Intervention (ELI) program is an intense reading support group for first and second-grade students. Students who qualify for ELI will receive 30-40 minutes of additional small-group reading instruction, four to five days a week, with a reading teacher/specialist. ELI employs a balanced literacy approach that focuses on accuracy, fluency, and comprehension. The components of an ELI lesson include: rereading a familiar book, word work, writing, and introducing/reading a new book. Close collaboration among the ELI teacher, classroom teacher, and student families is aimed at promoting accelerated learning to meet reading goals.
The Achievement Gap Reduction Program was created by the Wisconsin State Legislature in 2015. Through this program, class sizes are limited, teachers receive additional coaching on using data to inform their strategies and address the academic needs of their students, and small-group or one-to-one tutoring is provided. For more information, please visit the Wisconsin Department of Public Instruction website.
The purpose of Restorative Practices is to build a healthy school community, repair harm, and restore relationships. Our staff and students participate in community circles daily and continue to utilize restorative circles and conversations when harm has occurred within the school environment. Our teachers and students create their own respect agreements with valued input from both staff and students. We also use and teach the importance of affective statements when carrying out normal conversations and while working to repair the harm and restore relationships within the school community