School Improvement Plan

Intervention Planning MatrixSchool: Harris Creek ESPlan Year 2014-2016School Year: 2015-2016

Page 1 of 4

Reading Math Behavior

Data Decision Process for Entry and Exit

What data will be used to determine criteriato identify the students who are notachieving at benchmark or meeting universalbehavior expectations?• Once students have been identified asbelow benchmark through the triangulationof data points, such as mCLASS, ReportCards, EOG, CASE 21, KEA,

What is the threshold at which students willenter and/or exit strategic and/or intensiveinterventions for academics or behavior?

• All students who are red and/or yellow intwo or more measures, not includingcomposite will be discussed at Best ServiceMeetings• Students who have a red composite andred TRC are identified as needing intensiveinterventions• Students who have a yellow composite andred or yellow TRC are identified as needingstrategic interventions• Students will exit intervention whenbenchmark is achieved and maintained asevidenced by progress monitoring datapoints, digging deeper, and/or formativeassessment data as well as mutualagreement of all stakeholders, includingteachers, administration, and/or parents.

What frequency, structures, and processeswill be utilized to identify students exhibitinga need for academic or behavior interventionthroughout the years?

• Collaboration between intervention, Core,ESL, CCR teachers, and all otherstakeholders will triangulate data todetermine intervention, duration, frequency,and intensity of service as well as who,where, and when services will be provided tobest meet students' needs.• Ongoing PLTs will review student data andtheir response to instruction and makedecisions to update/modify the plan based onROI, Kid talk.• New students arriving throughout the yeardemonstrating a need, as evidenced by theoutlined above assessments, will bediscussed at PLTs and documented on classsummaries.

How will your team determine theeffectiveness of this plan, as evidenced by atleast 70% of served students responding tointerventions based on the rate ofimprovement and/or transitioning towardsCore benchmarks?

• After benchmarking periods, mCLASS datawill be used to evaluate the effectiveness ofthe Intervention Matrix

What data will be used to determine criteriato identify the students who are notachieving at benchmark or meeting universalbehavior expectations?

• Case 21 2nd quarter (Grades 2-5), ReportCard Grades, Quarterly Math Assessments,MOY Math Assessments (Grades K & 1), 3-5EOG Scores, Number Knowledge Test

What is the threshold at which students willenter and/or exit strategic and/or intensiveinterventions for academics or behavior?

• Data Charts will be completed for eachclass

What frequency, structures, and processeswill be utilized to identify students exhibitinga need for academic or behavior interventionthroughout the years?

• Collaboration between intervention,literacy coach, IRT, teacher and all otherstakeholders will triangulate data todetermine intervention, duration, frequency,and intensity of intervention to best meetstudents' needs.

How will your team determine theeffectiveness of this plan, as evidenced by atleast 70% of served students responding tointerventions based on the rate ofimprovement and/or transitioning towardsCore benchmarks?

• After benchmarking periods, student datawill be used to evaluate the effectiveness ofIntervention Matrix

What data will be used to determine criteriato identify the students who are notachieving at benchmark or meeting universalbehavior expectations?• We will use discipline referral sheets todetermine major and minor referrals thathave been made. • Other data to consider: Attendance data,Walk through observations, StudentFeedback (perception) survey, Staff survey(TWC)• Number of Days= ISS+OSS

What is the threshold at which students willenter and/or exit strategic and/or intensiveinterventions for academics or behavior?

• Entering Strategic Intervention: Whencomparing a student's data to his/her peergroup is falling below benchmark and thereis a prevalent decrease in instructional timebased on behavior, the student will bereferred to MTSS.• Exiting Strategic Intervention: The studentwill be exited when the student meetsbenchmark and/or the behavior subsides.

What frequency, structures, and processeswill be utilized to identify students exhibitinga need for academic or behavior interventionthroughout the years? • Frequency- At least every 6 weeks• Structure- Kid talk, PLT, PBIS meetings

How will your team determine theeffectiveness of this plan, as evidenced by atleast 70% of served students responding tointerventions based on the rate ofimprovement and/or transitioning towardsCore benchmarks? • The team will determine the effectivenessby reviewing and evaluating the datathrough progress monitoring toward thetargeted goal.

School Improvement Plan

Intervention Planning MatrixSchool: Harris Creek ESPlan Year 2014-2016School Year: 2015-2016

Page 2 of 4

Reading Math Behavior

Intervention Structure

What will be the strategic and intensivestructures for delivering services to studentswho are not meeting benchmark or universalbehavior expectation?• Intensive Service:direct instruction inpull-out or strategy teaching groups of nomore than 5 students 20-30 minutes a day4-5 days per week• Strategic Service: strategy teaching groupsof no more than 5 students 10-20 minutes aday 3-4 days per week• Classroom Strategy Groups: 5-15 minutes1-3 days per week How does your master schedule allow fordelivery of strategic and intensiveintervention in addition to core?

• The literacy block allows Core teachers toprovide small group instruction andIntervention teachers to provide intensiveand strategic services during Daily 5rotations, outside of mini-lessons• In addition, we have specific interventionblocks for K-5

What will be the strategic and intensivestructures for delivering services to studentswho are not meeting benchmark or universalbehavior expectation?

• Core teachers will provide differentiatedinstruction to students, based on need

How does your master schedule allow fordelivery of strategic and intensiveintervention in addition to core?

• Intervention/Enrichment Time allows for15- 30 additional minutes for interventions

What will be the strategic and intensivestructures for delivering services to studentswho are not meeting benchmark or universalbehavior expectation?• Strategic and intensive interventions canbe delivered through core.• Classroom-based interventions will bedelivered throughout the day by coreteachers.

How does your master schedule allow fordelivery of strategic and intensiveintervention in addition to core?

• The master schedule is designed forflexible grouping to occur for strategic andintensive intervention.

School Improvement Plan

Intervention Planning MatrixSchool: Harris Creek ESPlan Year 2014-2016School Year: 2015-2016

Page 3 of 4

Reading Math Behavior

Instruction

What structures are in place to ensure thatinstructional decisions and planning arealigned to core?• Focus of intervention lessons will bediscussed at grade level PLTs ensuring skillsare generalized across settings and addressgrade level expectations on students' level• Digging deeper assessments will beadministered, as outlined by WCPSSUniversal Screening and DiagnosticAssessment Flowchart• Following the scope and sequence onCMAPPWhat is the intervention lesson format(s) foracademic behavior?• Intervention teachers will follow therecommended Next STEPS to Literacy lessonformat• K-2nd Phonics Intervention lessons willfollow Letterland - Intensive will followLetterland Intervention Strand - Strategic will followLetterland Small Group

• All intervention formats will be direct andexplicit instruction based on student needand guided by assessment data,collaboration, and anecdotal notes How will you know the interventions havebeen implemented with fidelity? Who willensure fidelity? • Daily use of intervention block on themaster calendar• Through discussion of the progressmonitoring data at PLTs during Kid Talk• The Intervention team, including the Coreand Intervention teacher for studentsreceiving intervention

What structures are in place to ensure thatinstructional decisions and planning arealigned to core?• Ongoing PLTs will review student data andtheir response to instruction and makedecisions to update/modify the plan based onROI and Common CoreWhat is the Intervention lesson format(s) foracademic or behavior?• All intervention formats will be direct andexplicit instruction based on student needand guided by assessment data,collaboration, and anecdotal notesHow will you know the interventions havebeen implemented with fidelity? Who willensure fidelity? • Frequent walk through collection of databy administration, IRT, and intervention team

What structures are in place to ensure thatinstructional decisions and planning arealigned to core?• School wide expectations developed andtaught- PBIS• PLTS conduct kid talk weekly What is the intervention lesson format(s) foracademic and behavior?• Lessons exist to teach school-wideexpectations and reteach them

How will you know the interventions havebeen implemented with fidelity? Who willensure fidelity?

• Stakeholders involved in the planning ofinterventions and identified staff to carry outinstruction• Grade levels and support staff may servethe role of monitoring.

School Improvement Plan

Intervention Planning MatrixSchool: Harris Creek ESPlan Year 2014-2016School Year: 2015-2016

Page 4 of 4

Reading Math Behavior

Assessment and Progress Monitoring

What data will be used to assess thestudent's responsiveness to intervention?• mCLASS progress monitoring followingWCPSS Steps to Effective ProgressMonitoring with DIBELS Next • Common Assessments• Formative Assessments• Benchmark Assessments• Letterland Assessments

How does the data guide your instruction?• Identify, continue, and update targetlearning focusHow often will you progress monitor?• Students in the red will be progressmonitored at least every 10 school days• Students in the yellow will be progressmonitored at least every 20 school days• Students will be progress monitored by theteacher providing the most intensiveintervention by Intervention teachers, CCRteachers, and classroom teachers

What is the process for analyzing the dataand making data-based decisions? • After 3 data points, collaborativeconversations will be conducted to discussstudents' progress towards ROI and consideradjustment of duration, frequency, intensity,group size, and delivery

What data will be used to assess thestudent's responsiveness to intervention?• Common Assessments• Formative Assessments• K-1 Summative Assessments• Number Knowledge Test

How does the data guide your instruction?

• Identify, continue, and update targetlearning focus

How often will you progress monitor?

• Students will be progress monitored by theteacher providing the most intensiveintervention. Frequency will be determinedby the progress monitoring tool's sensitivityto growth.

What is the process for analyzing the dataand making data based decisions?

• Collaborative conversations will beconducted to discuss students' progress andconsider adjustment of duration, frequency,intensity, group size, and delivery

What data will be used to assess thestudent's responsiveness to intervention?• Behavior data collection forms to collectbaseline data and progress monitorbehavioral goals

How does the data guide your instruction?• Based on the data reviewed the frequencyand duration of the intervention will beincreased, faded, or modified.How often will you progress monitor?• Progress monitoring will occur at leastmonthly or more frequently based on theseverity of the behavior.

What is the process for analyzing the dataand making data based decisions? • We will use the MTSS process to analyzethe data and make data based decisions.

Curriculum/Resources

What evidence based materials andresources will be used to support theacademic or behavior strategic intervention?• Letterland Intervention Strand and SmallGroup activities for K-2 students• Recipe for Reading for 3rd-5th students• Leveled text • C-MAPP• Anchor Comprehension Workshop tosupport comprehension needs 2-5

What evidence based materials andresources will be used to support theacademic or behavior strategic intervention?

• Number Knowledge Test• C-MAPP

What evidence based materials andresources will be used to support theacademic or behavior strategic intervention?• PBIS. org• PBIS School based team• PBIS district coach