Bear Camp Intervention Plan

Purpose
Bear Camp is an accelerated academic camp designed to close learning gaps, strengthen STAAR readiness, and build student confidence. Through high-engagement instruction and interactive activities, students gain the tools they need to succeed.

Target Group

• 7th & 8th grade students identified through data (STAAR, interim, teacher input).
• Focus on Special Education, English Learners, and economically disadvantaged students.

Key Components

Focused Instruction

• Small-group sessions targeting priority TEKS in reading and math.
• STAAR practice using released items, comprehension passages, and problem-solving tasks.

Engagement Activities

• Glow Day: A blacklight classroom review to make practice fun and memorable.
• Escape Room Challenge: Collaborative TEKS review through problem-solving puzzles.
• Online test tutorials to mirror the STAAR platform.

Instructional Strategies

• Culturally responsive teaching practices.
• Data-driven grouping and progress monitoring.
• Use of CER writing, graphic organizers, and test-taking strategies.

Monitoring & Assessment

• Pre- and post-camp assessments to measure growth.
• Daily exit tickets and quick checks for understanding.
• Teacher reflection logs to adjust instruction.

Expected Outcomes

• Increased student confidence and stamina in reading and math.
• Growth in mastery of priority TEKS.
• Improved STAAR performance for all participants, with emphasis on closing subgroup gaps.

Bear Camp reflects my commitment to equity, data-driven instruction, and engaging interventions that prepare every student for academic success.

Evolution of My Innovation Plan

My original innovation plan began with Bear Camp, an accelerated intervention program for 7th and 8th grade students focused on closing achievement gaps and preparing for the STAAR assessment. Bear Camp provided targeted, small-group instruction in reading and math, coupled with engaging review activities such as Glow Day and escape room challenges. The emphasis was on tailored instruction and test readiness to ensure all students had access to the tools and strategies needed for success.

When I transitioned to a virtual school setting, my innovation plan had to adapt. The challenges I observed in face-to-face classrooms, such as gaps in comprehension, low confidence, and inconsistent mastery, became even more complex in the online environment. Special education students, in particular, faced difficulties with focus, motivation, time management, and accessing the individualized supports they would normally receive in person.

As a result, my innovation plan evolved from an in-person intervention model to a virtual learning support model for students with disabilities. This new focus emphasizes:

• Engagement strategies specific to online learning platforms to help students stay connected and motivated.
• Targeted academic supports, including scaffolds, visual tools, and interactive tutorials.
• Social-emotional learning practices to reduce isolation and increase belonging.
• Data-driven interventions using virtual progress monitoring tools and assessments to inform instruction.

This shift directly aligns with my action research question:

How does implementing virtual learning strategies affect the reading STAAR performance of 6th grade special education students?

By reframing my innovation plan around virtual learning, I am able to test and refine strategies that not only address engagement and academic needs but also ensure equity and accessibility in digital spaces. Ultimately, whether through Bear Camp or virtual interventions, the throughline of my work remains clear: helping students with the greatest needs achieve success in any learning environment.