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Board hears update on ATSYS/ACCESS reading and behavior interventions showing early gains
Summary
District staff and ATSYS/ACCESS interventionists reported on reading and behavior supports across K–12, noting dozens of students served, midyear decreases in office referrals and diagnostic gains among participating students.
District staff and ATSYS/ACCESS presenters told the board the interventions appear to be producing positive early results across elementary and secondary levels.
Elementary reading interventionists reported targeting approximately 55 K–3 students earlier in the year and currently working with 38, using structured phonics programs (Orton‑Gillingham, decodable readers, PALS and others) in 15–30 minute sessions. A junior high reading teacher reported working with 33 students during the year in 30–50 minute blocks and described measurable diagnostic growth on IXL and district assessments.
Behavior interventionist Lisa Gustafson reported the program’s written goal to reduce the number of students referred more than three times from 15 to 10 and cited midyear data showing five students had exceeded three referrals this year and an overall reduction of 32 referrals compared with last year’s midyear totals. Access behavior staff described tiered supports, point sheets and check‑and‑connect systems used with students who have trauma or multiple ACEs.
Presenters emphasized the flexibility of the model (one‑on‑one or small groups), the combination of academic and behavior interventions and the intent to measure end‑of‑year gains in formal testing. Board members and administrators praised staff for early progress and agreed to monitor year‑end outcomes.
