School Improvement Plan

Intervention Planning MatrixSchool: Vandora Springs ESPlan Year 2016-2018School Year: 2016-2017

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Reading Math Behavior

Data Decision Processfor Entry and Exit

What data will be used to determine criteria to identify thestudents who are not achieving at benchmark and/or meetinguniversal behavior expectations? The following data will be used to indicate students need additional datapoints:MTSS Early Warning System Indicators (cohort 1 & 2)K-3: mCLASS data4-5: EOG below 4, ELA Report Card grades below a 4 (administermCLASS assessments )Digging deeper dataCommon Formative Assessments

What is the threshold at which students will enter and/or exitstrategic and/or intensive interventions? Threshold for Entry into the Problem Solving Cycle: studentsdemonstrating a need in two or more measures (excluding composite).Team refers to WCPSS Tiered Support Flowchart to guide decisions.Exit: Reference WCPSS Tiered Support Flowchart as well as gainingmutual agreement of all stakeholders.

What frequency, structures, and processes will be utilized toidentify students exhibiting a need for intervention throughoutthe year?PLTs will meet with their case managers once a month. Intervention Team will meet 4 times a month to problem solve Tier IIIstudents.During the Problem Solving Cycle PLTs/Intervention Team will follow theWCPSS Tiered Support Flowchart to guide decisions.How will your Intervention Team determine the effectiveness ofthis plan, as evidenced by at least 70% of served studentsresponding to interventions based on the rate of improvementand/or transitioning towards Core benchmarks?The intervention team will monitor Tier 2 plans one Friday a month (Tier2 Fridays.At MOY & EOY, the intervention team will pull the mCLASS DEF report todetermine the number of students responding to interventions.

What data will be used to determine criteria to identify thestudents who are not achieving at benchmark and/or meetinguniversal behavior expectations?

The following data will be used to identify studentsMTSS Early Warning System Indicator (cohort 1 & 2)K: Number Knowledge Test (1st where applicable)1-5: Report Card, EOY math summative or EOGCommon Formative AssessmentsAccelerated Math

What is the threshold at which students will enter and/or exitstrategic and/or intensive interventions?Threshold for Entry into the Problem Solving Cycle: K/1st (whereapplicable) reference WCPSS Using NKT to Make Data-Based Decisions.1-5: Students demonstrating a need in 2 or more measures.Exit: Reference WCPSS Tiered Support Flowchart as well as gainingmutual agreement of all stakeholders.

What frequency, structures, and processes will be utilized toidentify students exhibiting a need for intervention throughoutthe year?PLTs will meet with their case managers once a month. Intervention Team will meet 4 times a month to problem solve Tier IIIstudents.During the Problem Solving Cycle PLTs/Intervention Team willfollow the WCPSS Tiered Support Flowchart to guide decisions.

How will your Intervention Team determine the effectiveness ofthis plan, as evidenced by at least 70% of served studentsresponding to interventions based on the rate of improvementand/or transitioning towards Core benchmarks?

At MOY & EOY, the intervention team will pull K/1st (where applicable)NKT scores in Oasis. 1-5: The intervention team will review Tier 2 plans tocalculate the % or students responding to interventions.

What data will be used to determine criteria to identify thestudents who are not achieving at benchmark and/or meetinguniversal behavior expectations?

Core:SIRS discipline data: Major referrals will be consistently collected andentered into EasiReport card conduct scoreISC referrals

What is the threshold at which students will enter and/or exitstrategic and/or intensive interventions?ENTRY into Strategic (tier II):A student will be discussed at grade level PLT for potential strategicinterventions when a student receives at least two of the following perquarter:_2_Major Referrals_2_Conduct Score on report card_4_ISC referrals

Exiting Strategic:Plan to gradually decrease intensity, frequency, and/or duration ofintervention. Continue to monitor success within core.Student has met at least 70% success rate based on expectations andoutlined in tier II plan.

Entry into Intensive (tier III):If student has not responded to Tier II intervention after modifying plantwice with fidelity.Exiting Intensive:Student has met goal(s) outlined in formal Tier III Plan (FBA/BIP). Implement tier II intervention in order to gradually fade supports.

What frequency, structures, and processes will be utilized toidentify students exhibiting a need for intervention throughoutthe year?PLTs will meet with their case managers______1-2______times a month. Intervention Team will meet__4___times a month to problem solve TierIII students.During the Problem Solving Cycle PLTs/Intervention Teamwill follow the WCPSS Tiered Support Flowchart to guide decisions.

How will your Intervention Team determine the effectiveness ofthis plan, as evidenced by at least 70% of served studentsresponding to interventions based on the rate of improvementand/or transitioning towards Core benchmarks?At MOY & EOY, the intervention team will use TFI data to evaluate theeffectiveness of the behavior structures outlined in the interventionmatrix.

School Improvement Plan

Intervention Planning MatrixSchool: Vandora Springs ESPlan Year 2016-2018School Year: 2016-2017

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Reading Math Behavior

Intervention Structure

What will be the strategic and intensive structures for deliveringservices to students who are not meeting benchmark and/oruniversal behavior expectation?

Students in need of strategic support will receive intervention 2 to 4days a week for 10-15 minutes per session with no more than 5 in agroup.

Students in need of intensive support will receive interventions 3 to 4days a week for 15-30 minutes per session with no more than 4 in agroup.

How does your master schedule allow for delivery of strategicand intensive intervention in addition to Core?Interventions will be delivered during a blocked intervention time.

What will be the strategic and intensive structures for deliveringservices to students who are not meeting benchmark and/oruniversal behavior expectation?Students in need of strategic interventions will receive intervention 2 to 4days a week.

Students in need of intensive interventions will receive interventions 3 to4 days a week.

How does your master schedule allow for delivery of strategicand intensive intervention in addition to Core?

Interventions will be delivered during a blocked intervention time.

What will be the strategic and intensive structures fordelivering services to students who are not meeting benchmarkand/or universal behavior expectation?Strategic Options:Check in/Check outClass Success ChartsMentoring (5th grade girls)Small Social/Emotional GroupsStructure:Core + strategic intervention, which will vary by group size, frequency,and duration based on student need and responsiveness.Intensive Options: FBA/BIP aligned with wraparound servicesStructure:Core + Intensive interventions will vary by frequency and durationbased on student need and responsiveness

How does your master schedule allow for delivery of strategicand intensive intervention in addition to Core?

Interventions will be delivered throughout the school day

Instruction

What structures are in place to ensure that instructionaldecisions and planning are aligned to core?All stakeholders will be informed of instructional decisions & planning byPLT discussions.Digging deeper assessments will be administered, as outlined by WCPSSUniversal Screening & Diagnostic Assessment Flowchart

What is the intervention lesson format(s)? K-2 Phonics Intervention lessons will follow Letterland• Intensive will follow Letterland Intervention Strand• Strategic will follow Letterland Small Group Lessons3rd: intervention component of Curriculum & Associates3-5: Moby Max,Fast Track, Benchmark Materials, and Next Steps.

How will the Intervention Team ensure interventions areimplemented with fidelity?

Meetings Tier 2 Friday discussions , and Intervention Team will create aMTSS Explorer Ad Hoc group of students receiving interventions . Eachcase manager meets with PLTs to ensure interventions are followed withfidelity.

What structures are in place to ensure that instructionaldecisions and planning are aligned to core?All stakeholders will be informed of instructional decisions & planning byPLT discussions.Assessing Math concepts diagnostic assessments will be administered forKindergarten & 1st grades as outlined by the WCPSS

What is the intervention lesson format(s)? K & 1st grade where applicable will follow lessons from KathyRichardson’s Assessing Math ConceptsMath interventions will be direct, explicit, and based on the needs of thestudents.

How will the Intervention Team ensure interventions areimplemented with fidelity?

Meetings Tier 2 Friday discussions , and Intervention Team will create aMTSS Explorer Ad Hoc group of students receiving interventions . Eachcase manager meets with PLTs to ensure interventions are followed withfidelity.

What structures are in place to ensure that instructionaldecisions and planning are aligned to core?All stakeholders will be informed of instructional decisions & planningby following PLT meeting structures What is the intervention lesson format(s)? Strategic:Explicit behavioral/social emotional instruction + Tier 2, targetedintervention as outlined in Tier 2 plan.Intensive:Explicit behavioral/social emotional instruction + Tier 3, targetedintervention as outlined in Tier 3 plan

How will the Intervention Team ensure interventions areimplemented with fidelity?

Fidelity checks will be a part of every student’s Tier II/Tier III plan withinEASi and the Intervention Team will be checked using the TFI threetimes a year.

School Improvement Plan

Intervention Planning MatrixSchool: Vandora Springs ESPlan Year 2016-2018School Year: 2016-2017

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Reading Math Behavior

Assessment andProgress Monitoring

What data will be used to assess the student’s responsiveness tointervention?mCLASS, formative assessments, summative assessments, LetterlandAssessments will be used for progress monitoring. Reference EASiProgress Monitoring Master List spreadsheet

How does data guide your instruction?Duration, frequency & intensity will be adjusted based on progressmonitoring data points and following the WCPSS Tiered SupportFlowchart.

How often will you progress monitor?PM will be gathered as recommended by mCLASS: Every 20 days forStrategic NeedEvery 10 days for Intensive Need

What is the process for analyzing the data and making databased decisions?

Using a problem solving framework, along with the WCPSS TieredSupport Flowchart, PLTs and Intervention Team will analyze data to makedata-based decisions

What data will be used to assess the student’s responsiveness tointervention?Reference EASi Progress Monitoring Master List spreadsheet; AcceleratedMath; Moby Math

How does data guide your instruction?Duration, frequency & intensity will be adjusted based on progressmonitoring data points and following the WCPSS Tiered Support Flowchart

How often will you progress monitor?Progress monitor every 3 to 4 weeks

What is the process for analyzing the data and making databased decisions? Using a problem solving framework, along with the WCPSS TieredSupport Flowchart, PLTs and Intervention Team will analyze data to makedata-based decisions

What data will be used to assess the student’s responsivenessto intervention?Strategic: Progress monitoring based upon entry/exit criteria will bedocumented in Easi and targets will be outlined in Tier II BehaviorIntervention plan.Intensive: Progress monitoring based upon entry/exit criteria will bedocumented in Easi and targets will be outlined in Tier III Behaviorintervention plan.

How does data guide your instruction?Duration, frequency & intensity will be adjusted based on progressmonitoring data points and following the WCPSS Tiered SupportFlowchart

How often will you progress monitor?Progress monitor every 4 to 6 week

What is the process for analyzing the data and making databased decisions?Using a problem solving framework, along with the WCPSS TieredSupport Flowchart, PLTs and Intervention Team will analyze data tomake data-based decisions

Curriculum/Resources

What evidence based materials and resources will be used tosupport the intervention? K-2 Word Work:Strategic: Letterland Small Group lessons Intensive: Letterland Intervention StrandK-5: The Reading Strategies BookEASi Interventions Master List spreadsheetEASi Progress Monitoring Master List spreadsheetFCRRNext Steps to LiteracyCurriculum & AssociatesMoby Max

What evidence based materials and resources will be used tosupport the intervention?

K/1 (where applicable): WCPSS Strategic Interventions to Support K-2Mathematics document & Linking AMC Instruction document for intensivestudentsAssessing Math Concepts bookEASi Interventions Master List spreadsheetEASi Progress Monitoring Master List spreadsheet3-5 Accelerated MathMoby Max

What evidence based materials and resources will be used tosupport the intervention?Core:PBIS/Core Behavior Systems and StructuresStrategic:Check In Check OutCMAPP curriculum (small groups)Teachers Encyclopedia of Behavior ManagementIntensive:fba/bip

School Improvement Plan

Intervention Planning MatrixSchool: Vandora Springs ESPlan Year 2016-2018School Year: 2017-2018

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Reading Math BehaviorData DecisionProcess for Entry andExitInterventionStructureInstructionAssessment andProgress MonitoringCurriculum/Resources