Comprehensive Needs Assessment School: Lacy ES School ... · Comprehensive Needs Assessment School:...

School Improvement Plan

Comprehensive Needs AssessmentSchool: Lacy ESPlan Year 2014-2016

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DataComponents Areas of Strengths Areas of Concern

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Between 2012-2015, white and AIG subgroups scored proficient onboth the reading and math EOG. The LEP subgroup has also scoredproficient in mathematics. Grades 3-5 scored 5% greater than WCPSSstudents obtaining a Level 4 and 5 in math. In reading, grades 3-5scored 9% higher than WCPSS students obtaining a Level 4 and 5.Fourth grade math showed growth between '13-'14 and '14-'15. Though still below expected proficiency, black students have shown agrowth in percent proficient from '12-'13 to '14-'15 going from 12.8%to 18.6% proficient. Economically Disadvantaged students haveshown a growth in percent proficient going from 16.0% in '12-'13 to26% in '14-'15.

2012-2015 EOG data shows that in Reading the black, ED, and LEPsubgroups scored below target and in math the black, ED, Hispanic,and SWD subgroups scored below target. Existing gaps betweensub-groups has continued to grow. EVAAS data shows a -4.4 in 3rdgrade 2015 growth measures in reading and a -7.4 in 5th grademath growth measures for 2015.

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K-5 measures core instruction with MClass (TRC & Dibels), KEA, writingsamples compared to rubrics, Case 21, Common Core mathassessments from CMAPP, informal assessments such as checklists,self assessments, and anecdotal notes, Letterland spelling checks anddaily alignment lesson checks. MClass/TRC gives teachers informationto target specific skill needs, create more cohesive guided readinggroups and instructional needs of individual students. CMAPP provides Instructional strategies and activities are aligned with studentlearning by teacher’s progress monitoring, data collection,differentiation, and modifying instruction as needed.

Insufficient training on core programs, such as Letterland andchanges, mistakes and developmentally inappropriateness of someTRC written questions are of concern. Time it takes to administerTRC and other assessments is also a concern.



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Lacy currently (2015-2016) has 3 BT’s out of 54 teachers (18%). Wehave 18 out of 54 teachers who are NBCT (30%). New staff issupported through our mentor program and our literacy coach, as wellas through our administration. They are also supported through ourPLT meetings. Feedback is through formal/informal observations, andthey receive informal feedback through PLT meeting discussion. Thementor/mentee ratio is 1:1. Staff turnover rate is 6.6%. Retentionrate is 93.4%. We do not have accurate data on staff attendance, butit is not an issue.

Lacy has a low number of minority teachers as well as a lownumber of male teachers. We had 787 students last year, and wecurrently have 743. This represents a 6% decrease in totalpopulation, but we do not know yet how specific demographicgroups have changed.

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90% of teachers report that they have time to collaborate withcolleagues. 86% of teachers feel that they are allowed to focus oninstruction without interruption. Teachers report that the school isclean and well maintained (83%), that they are supported by parents(98%), the school is safe (98%), there is an atmosphere of trust andmutual respect (100%), and the school is a good place to work andlearn (100%). Climate is seen as safe overall, with 89% saying thatteachers care for students. For students, strengths are that studentsfeel safe and feel that they’re treated fairly. Percent of students whowere short-term suspended is only 1%. Our data overall is similar todistrict data, but students tend to have a higher favorable view of theirown school here at Lacy. This is true especially in the areas of “I enjoytalking to the teachers” and “I feel safe at school.” “Adults listen tostudents” and “Rules are fair” are also higher at Lacy than the district.

Teachers and administration feel that our school culture andcommunity is strong, however students view the student-teacherrelationship as not as strong. 33% felt that most teachers areinterested in them as a person, not just a student. 54% of teachersbelieve that more than a minimal amount of time is spentaddressing discipline. We need more classroom data to moreaccurately reflect behavior issues.



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Structures that support academics:• after school YMCA Learning in academic areas• after school YMCA homework help, daily• STEP tutor program• before and after school clubs - academic and interest driven

• Alignment between YMCA learning tutoring and standards beingtaught• Are the strategies used by tutors aligned with WCPSS BestPractices?• Transportation may be an issue for some students to attendbefore/after school clubs

Priority Concerns Root Causes(with evidence) Solutions

Lacy needs to improve proficiency and growth forthe following subgroups:Level I and II studentsLevel IV students in grades 3 - 5Black and Economically Disadvantaged Subgroups

Parental support at homeInvolvement in school activities by parents andstudents in the ED and Black subgroupsLack of self-esteem"Grit" of level IV students

Participate in "Mindset" staff development andimplement with students

Continue summer ESL summer camp

Continue the Lacy Bookmobile to visit 2neighborhoods with predominantly Black and ESLpopulations.

Use parental resources to better increaseparental engagement at Lacy events

Offer transportation to 100% of school-wideevents

Create a healthy school where at least 95% ofstudents feel their school is safe, too manystudents feel bullying is an issue at Lacy.

Emphasis on what bullying is, but need moresolutions on how to deal with bullying.

Implementa activities for inclusive and creativeplay during recess

Introduce the text "Cultural Proficiency" to staff.



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Data SummaryDescribe your conclusionsLacy has been successful with growth and proficiency overall. However, when drilling deeper improvement needs to be made woth low performingsubgroups and Level IV students.


Membership of School Improvement TeamSchool: Lacy ESPlan Year 2014-2016Principal: Candace WatsonDate: Aug - 2014

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SIP Team MembersName School Based Job Title

1 Brenda Jones Teacher2 Candace Watson Principal3 Cara Sadin Teacher4 Catherine Baron Instructional Support Personnel5 Debbie Slais School Improvement Chair6 Emily Jenkins Teacher7 Jelynn Crane Assistant Principal8 Joy Ingallinera Teacher9 Kristy Ward Parent10 Nancy Proctor Instructional Support Personnel11 Sara Johnson Teacher12 Terry Denny Teacher


Mission, Vision and Value StatementsSchool: Lacy ESPlan Year 2014-2016Date: Mar - 2012

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Mission Statement: Frances Lacy Elementary School will inspire and prepare students to achieve their potential in anenvironment that is safe and supportive.

Vision Statement:At Lacy, students, home, school, and community work collaboratively for each student's success Thisshared responsibility ensures a safe, nurturing, disciplined, and stimulating environment. Individualdifferences are appreciated and accepted. Differentiated instruction in Academics and The Arts throughresearch based strategies is an integral part of the instructional program, and targeted staff developmentenhances the professional growth of all staff members. Lacy is a dynamic place of learning, wheredialogue among students, staff, parents, and community contributes to academic excellence.

Value Statement:We will use student's best interests, staff observations, and data to guide decision making at all levelsthroughout the school.

We will provide opportunities for students to learn responsibility and respect for authority, others, self,and property. We will collaborate with home, school, and community to provide the best learning environment forstudents.

We will model continuous improvement and lifelong learning.


Summary of Goals, Key Processes and Action StepsSchool: Lacy ESPlan Year 2014-2016LEA: Wake County (920)

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School Goal By August 2016 students in the Black and EconomicallyDisadvantaged subgroups will aim to meet or exceed AMOgrowth targets. Overall proficiency will increase by 10percentage points per year to put Lacy within range of AMOgrowth target goals. Students in the Level 4 subgroup for 3rd

– 5th grade will show positive growth of 0 or higher asmeasured by EVAAS.

Goal Manager Candace Watson, Jelynn Crane, Debbie SlaisStrategic Objective Learning and Teaching

State Board of Education Goal Globally Competitive StudentsData Justification for Goal Based onComprehensive Needs Assessment

Student Achievement based on EOG math, reading andscience proficiency.

1 Key Process Participating teachers will design and implement activities which promote agrowth mindset in all students in order to raise achievement andself-esteem.

Process Manager Candace Watson, Jelynn Crane, Nancy Proctor, Margaret BunnCompletion Date Jun - 2016

Restrainers Time for small groups, Mindset resources

Resources Case 21 data, Powerschools, mClass reports, PDP goals, staff survey,Mindset videos

Measurable ProcessCheck(s)

Jelynn Crane and Nancy Proctor will administer a Pre assessment/survey forparticipating staff no later than 9/30/14. They will administer a postassessment/survey for participating staff by 6/10/15. Pre and Postassessments/surveys will be given to analyze changes in staff view of theirown mindset. Administration will review PDP goals to see if staff membersmet Mindset goals.

1 Action Step Participating teachers will implement Mindset growthstrategies in their classrooms.

Timeline From 8/2014 To 6/2016

2 Key Process Implement staff development to investigate fixed versus growth mindset.

Process Manager Candace Watson, Jelynn Crane, Nancy ProctorCompletion Date Jun - 2016

Restrainers time

Resources Mindset by Carol Dweck, various Mindset videos


Candace Watson, Jelynn Crane and Nancy Proctor will administer a preassessment/survey to all participating staff by 8/30/14 to analyze currentviews of fixed versus growth mindset. They will administer a postassessment/survey to all participating staff by 6/10/15. The postassessment/survey will be used in conjunction with the pre to determinechanging views of mindset.



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1 Action Step Teachers will participate in a summer book clubutilizing the book Mindset by Carol Dweck.


2 Action Step Mindset resources will be used to facilitate year-longprofessional development through early release,PLT’s and staff meetings to investigate fixed versusgrowth mindset.


3 Key Process Create lessons quarterly that incorporate Project Based Learning and rigor.

Process Manager Candace Watson, Jelynn Crane, Nancy Proctor, PBL FacillitatorsCompletion Date Jun - 2016

Restrainers time

Resources PBL Facilitator, PLT agendas


Candace Watson, Jelynn Crane and Nancy Proctor will lead staffdevelopment about project based learning by 6/10/15. In conjunction withthe PBL facilitator, PBL lessons will shared during monthly staff meetingsand/or early release meetings.

1 Action Step Modeling through mini-lessons of student exemplars.


2 Action Step Monthly planning with PBL facilitator and grade levelteams during PLT’s and/or nuts and bolts grade levelmeeting.


3 Action Step Monthly PLT meetings to review student worksamples and lesson plans to enhance common gradelevel expectations for levels of work.


4 Action Step Utilize DPI flexibility with funds transfer in order tomaximize staffing and resources to support bestinstructional practices.


4 Key Process Create summer learning opportunities to decrease the documentedsummer learning gap that occurs with students from economicallydisadvantaged backgrounds.



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Process Manager Bob Grant (former principal), Candace Watson, Jelynn Crane, Laura BlackCompletion Date Jun - 2016

Restrainers time

Resources Target Grant, Foundation donors, Business partners, Faith basedorganizations, Letterland materials.


Bob Grant, Jelynn Crane and Laura Black will document May TRC and PASTscores for all participating students. Upon completion of the August testing,TRC and PAST scores will be analyzed for all participating students byCandace Watson, Laura Black and Jelynn Crane. This will be done to see ifstudent growth was made over the summer.

1 Action Step Create Letterland instructional focus as key portion ofESL literacy summer camp.


2 Action Step Obtain funding through grants for implementation ofsummer camp and Lacy Bookmobile.


3 Action Step Determine EOY reading levels of subgroups. Procurematerials and utilize a checklist system to matchstudents with appropriate leveled texts during thesummer.


4 Action Step Schedule weekly Bookmobile visits to 2neighborhoods with predominantly African-Americanand ESL populations


5 Key Process Increase Parental engagement at Lacy events and through parentalresources.

Process Manager Jelynn Crane, Margaret Bunn, Sue Edwards, Sarah MorganCompletion Date Jun - 2016

Restrainers turn-around time for translation documents, availability of YMCAtransportation staff

Resources Office of translation and interpretation services in the AcademicsDepartment, YMCA for transportation services, literacy and math materialsfor parent resource kit


Jelynn Crane will keep a Portfolio of translated documents and attendance records of LEPparent population at information sessions at school events as well as attendance on buses toschool wide events. Sara Morgan, Sue Edwards and Margaret Bunn will help collect thisinformation at the various school events. The SIP team will analyze collected data to determinebaseline data to be used in future years to track increase of parental involvement.



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1 Action Step Increase by at least 50% parent advocates to supporthome based learning. Identify and train memberswithin the LEP and African American community tobroaden use of literacy and math support at home.


2 Action Step Provide transportation to 100% of major school-wideschool events such as Fall Festival, Math and ScienceNight and Spring Fling.


3 Action Step Provide, when possible, translators for events andinformation sessions as well as provide translateddocuments in different languages to LEP population.




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School Goal To create a healthy school and healthy environment forstudents where at least 95% of the K-5 students feel theirschool is safe and supportive as indicated on school basedsurvey.

Goal Manager Candace Watson, Jelynn Crane, Debbie SlaisStrategic Objective Learning and Teaching

State Board of Education Goal Healthy Responsible StudentsData Justification for Goal Based onComprehensive Needs Assessment

Results of school based survey.

1 Key Process Establish a baseline to assess student feelings of safety and support andimplement steps to create a safe and supportive environment.

Process Manager Candace Watson, Jelynn Crane, Nancy Proctor, Sue Edwards, MargaretBunn, PBL facilitator

Completion Date Jun - 2016

Restrainers Time

Resources Computer lab, before/after school clubs, school counselors, CulturalProficiency Test


Margaret Bunn and Sue Edwards will adminster a Pre assessment/surveyby 9/30/14 for participating students to establish a baseline to assessstudent feelings of safety and support. Candace Watson, Jelynn Crane andNancy Proctor will create staff development to implement steps to create asafe and supportive environment by 6/10/15.

1 Action Step Implement survey to obtain baseline data


2 Action Step Provide students with tools and resources for thosefeeling unsafe as indicated on school based survey.


3 Action Step Research and implement activities for inclusive andcreative play as alternatives for traditional recesschoices.




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4 Action Step Use Resource Guide and materials from the textCultural Proficiency to assist staff in recognizing theirown and students’ cultural proficiency as well asdesign and implement learning activities to developgreater cultural proficiency school-wide.


5 Action Step Emergency Operations and Crisis Team safety plans



Waiver RequestSchool: Lacy ESPlan Year 2014-2016

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Date May - 2014Waiver RequestedNo waiver is needed at this time.How will this waiver impact school improvement?N/APlease indicate the type of waiver: LocalPlease indicate the policy to be waived N/A


Summary Sheet of Professional Development ActivitiesSchool: Lacy ESPlan Year 2014-2016School Year: 2014-2015

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Development Activities for

Topic: Participants: GoalSupported: Supporting Data:

Differentiated staffdevelopment based on staffinterest and needs in theareas of math, reading andproblem based learning.

all staff; certified andinstructional support staff

Goal 1 Staff professionaldevelopment agendas

Mindset Training all staff; certified andinstructional support staff


Overview of CulturalProficiency Framework

all staff; certified andinstructional support staff



Summary Sheet of Professional Development ActivitiesSchool: Lacy ESPlan Year 2014-2016School Year: 2015-2016

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Development Activities for

Topic: Participants: GoalSupported: Supporting Data:

Differentiated staffdevelopment based on staffinterest and needs in theareas of math, reading andproblem based learning.

all staff; certified andinstructional supportstaff

Goal 1 Staff surveys and interestforms indicate a need fordifferentiated professionaldevelopment.

Mindset Training all staff; certified andinstructional supportstaff

Goal 1 Staff PDP's indicate a need formore professional developmentin this area.


Intervention Planning MatrixSchool: Lacy ESPlan Year 2014-2016School Year: 2014-2015

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Reading Math Behavior

Data DecisionProcess for Entry andExit

• Once mCLASS BOY assessments have been completed, Intervention teachers rankstudents according to their composite scores, highlighting all students who are redand/or yellow in two or more measures, not including composite scores.• Digging Deeper assessments will be administered, as outlined by WCPSS UniversalScreening & Diagnostic Assessment Flowchart in the mCLASS K-5 Quick ReferenceGuide.• Once students have been identified as below benchmark through the triangulation ofdata points, a best service meeting is held by Intervention teachers with classroom,ESL, and CCR teachers to determine which best service will best meet students’ needs.• Students identified as needing intervention will be discussed and documented duringmonthly collaboration meetings to ensure all students not achieving at benchmark arereviewed and the target learning focus is updated/modified as needed.• New students arriving throughout the school year who demonstrate need asevidenced by the outlined above assessments will be discussed and documented atmonthly collaboration meetings.• Data used to determine student need will include the following: mCLASS, benchmarkdata, EOG, digging deeper assessments, report cards, and any anecdotal notes.• Students will exit intervention when benchmark is achieved and maintained asevidence by progress monitoring data, digging deeper, and/or formative assessmentsas well as mutual agreement of all stakeholders.

• The following data will be evaluated to determine student needs: summativeassessments, teacher observations, report card, retention, special services, CASE 21,EOGs, Number Knowledge assessment, and intervention progress from the previousyear.• Ranking forms will be completed for each class.• Multiple criteria points will be determined through the use of the Ranking FormRubric.• Ranking Forms will be updated as needed during monthly collaboration according toreport cards, common assessments, teacher observation, benchmark assessments,and progress monitoring data.• A best service meeting is held by the Intervention teachers with classroom, ESL, CCRteachers to determine which service will best meet students’ needs.*Students will exit intervention when benchmark is achieved and maintained asevidence by progress monitoring data, digging deeper, and/or formative assessmentsas well as mutual agreement of all stakeholders.

Students will be identified using the following data:classroom discipline referrals to officebus discipline referralsentries into SIRS

InterventionStructure

• Intensive Service: Direct instruction in pull-out or push-in groups of 20-30 minutes aday 4-5 days per week.• Strategic Service: Push-in 10-20 minutes a day 2-4 days per week.

• Intensive Service: Direct instruction in pull-out or push-in groups of 20-30 minutes aday 4-5 days per week.• Strategic Service: Push-in 10-20 minutes a day 2-4 days per week.

Students will be taught about PAWS and the positive behavior model will be reinforced.P - Practice SafetyA - Act ResponsiblyW - Work HardS - Show Respect

Instruction

• Based on need, students will be identified as intensive or strategic and will be servedin small groups of 4-6 students.• Intervention teachers will follow the recommended Next STEPS to Literacy lessonformat.• All intervention formats will be direct and explicit instruction based on student needand guided by assessment data, collaboration, and anecdotal notes.• Focuses of intervention lessons will be discussed monthly ensuring skills aregeneralized across settings and address grade level expectations on students’ levels.

• Based on need, students will be identified as intensive or strategic and will be servedin small groups of 4-6 students.• Intervention teachers will include Warm-Up, Concept Building, and Reflection of thelesson.• All intervention formats will be direct and explicit instruction based on student needand guided by assessment data, collaboration, and anecdotal notes.• Focuses of intervention lessons will be discussed monthly ensuring skills aregeneralized across settings and address grade level expectations on students’ levels.

All staff will reinforce and teach using the PBIS format with PAWS.

Assessment andProgress Monitoring

• mCLASS benchmarks• WCPSS Digging Deeper• Formative Assessments• Report Card• CASE 21• EOG• mCLASS progress monitoring following WCPSS Steps to Effective Progress Monitoringwith DIBELS Next• Students will be progress monitored by the teacher providing the most intensiveintervention.• Students in the red will be progress monitored every 10 school days and students inthe yellow will be progress monitored every 20 school days.• Duration, frequency, and intensity will be adjusted based on progress monitoringdata points and following the RtI framework.

• K-1 Summative Assessments• Formative Assessments• Report Card• CASE 21• EOGs• Number Knowledge• i-Ready• Math Journals• Students will be progress monitored by the teacher providing the most intensiveintervention.• Duration, frequency, and intensity will be adjusted based on progress monitoringdata points and following the RtI framework.

No Assessment is needed. On going behavior monitoring through office referral data.

Curriculum/Resources

• Letterland Intervention Strand• mCLASS Now What?• mCLASS Small Group Advisor• I’ve DIBELed Now What?• Next STEPS to Literacy• Benchmark Connections• Fast Track• C-MAPP

• C-MAPP• i-Ready• Math Expressions• enVisions• Vocabulary Cards• Math Expressions Differentiated Task Cards

PAWS and PBIS program



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Data DecisionProcess for Entry andExit

Data used to determine criteria:• Using mCLASS BOY assessments, Intervention teachers rank students according totheir composite scores, highlighting all students who are red and/or yellow in two ormore measures, not including composite scores.• Digging Deeper assessments will be administered, as outlined by WCPSS UniversalScreening & Diagnostic Assessment Flowchart in the mCLASS K-5 Quick ReferenceGuide.• Data used to determine student need wmay also include the following: mCLASS,benchmark data, BOG, EOG, digging deeper assessments, report cards, and anecdotalnotes.

How will students enter intervention?• Once students have been identified as below benchmark through the triangulation ofdata points, a Best Service meeting is held by Intervention teachers with classroom,ESL, and CCR teachers to determine which service will best meet students’ needs. • Students who have a red composite and/or red TRC, and or show great need due toDigging Deeper Assessments are identified as needing intensive interventions• Students who have a yellow or green composite and/or red or yellow TRC, and/orshow deficit in Digging Deeper assessments are identified as needing strategicinterventions.• New students arriving throughout the school year who demonstrate need asevidenced by the outlined above assessments will be discussed and documented atweekly collaboration meetings.Students will exit intervention when:

• benchmark is achieved and maintained for one quarter as evidence by progressmonitoring data, digging deeper, and/or formative assessments as well as mutualagreement of all stakeholders.Frequency, structures, and processes that will identify students needingintervention throughout the year:

• Students identified as needing intervention will be discussed anddocumented during ongoing PLT's. These meetings are held each Wednesday.PLT's will review data and make decision to update/modify the plan based onROI. All students not achieving benchmark are reviewed and the targetlearning focus is updated/modified as needed.• Collaboration between CORE, ESL, CCR, and all other stakeholders willtriangulate to determine intervention, duration, frequency, and intensity ofservice as well as who, where, and when services will be provided.How will the Intervention Team determine effectiveness based on ROI and/ortransitioning towards Core benchmarks?

• After benchmarking periods, student data will be used to evaluate theeffectiveness of the Intervention Matrix.

What data will be used to determine criteria to identify the students who arenot achieving at benchmark or meeting universal behavior expectations?

• Multiple data points: report cards, EOG, CASE 21, Number Knowledge (K-1), ativeAssessment, Common Assessments and Teacher FeedbackWhat is the threshold at which students will enter and/or exit strategicand/or intensive interventions for academic or behavior? • Intensive interventions will be received when a student is at least one grade levelbelow based on: K-3: Formative Assessments and Report Card 4-5: EOG and Report Card

• Strategic interventions will be received when a student is showing concern in 2 ormore of the data points listed above.• Students will exit interventions when they have mastered their major works of theirgrade level.What frequency, structures, and processes will be utilized to identifystudents exhibiting a need for academic or behavior intervention throughoutthe year?

• Students will be discussed in weekly PLT and/or grade level meetings. Core teacherwill share and collaborate with all stakeholders working with students.How will your team determine the effectiveness of this plan, as evidenced byat least 70% of served students responding to interventions based on therate of improvement and/or transitioning towards Core benchmarks?• Assessment data will be collected and the effectiveness of grade level mathinterventions will be evaluated during grade level PLT times throughout the year.

What data will be used to determine criteria to identify the students who arenot achieving at benchmark or meeting universal behavior expectations?Multiple data points: parent contacts, teacher observations, office referrals (minor vs.major), frequency of patterns, behavior contracts and suspension dataWhat is the threshold at which students will enter and/or exit strategicand/or intensive interventions for academic or behavior? Intensive & strategic interventions will be developed when a student’s level ofappropriate active engagement, compared to their peer group, is significantly less. This behavior interferes with their learning and/or the learning of others.Students will exit interventions when they have met their goals, are consistentlyactively engaged in classroom instruction and not demonstrating behaviors thatinterferes with their learning and/or the learning of others.What frequency, structures, and processes will be utilized to identifystudents exhibiting a need for academic or behavior intervention throughoutthe year? Students will be discussed in weekly PLT and/or grade level meetings. Core teacherwill share and collaborate with all stakeholders working with students with behavioralinterventions.How will your team determine the effectiveness of this plan, as evidenced byat least 70% of served students responding to interventions based on therate of improvement and/or transitioning towards Core benchmarks?Behavioral data will be collected and the effectiveness of grade level interventions willbe evaluated during grade level PLT times throughout the year.

InterventionStructure

What will be the strategic and intensive structures for delivering services?• Intensive Service: Direct instruction in push-in or pull-out groups of 20-30 minutesdaily,no more than 5 students, 3-4 days per week.• Strategic Service: Direct Instruction 10-20 minutes a daily,no more than 5 students,2-4 days per week.• Classroom Strategy Groups: 5-15 minutes 1-3 days per week.• Instruction by the Intervention teacher is in addition to regular classroom directreading instruction provided by the core teacher.How does the master schedule allow for delivery of strategic and intensiveintervention in addition to core?• The Literacy Block allows Core teachers to provide small group instruction andIntervention teachers to provide intensive and strategic services during Daily 5rotations, outside of mini-lessons and guided reading group.

What will be the strategic and intensive structures for delivering services tostudents who are not meeting benchmark or universal behavior expectation? Intensive interventions will occur 3 to 4 days a week for 10 to 20 minutes.Strategic interventions will occur 1 to 2 days a week for 10 to 20 minutes.How does your master schedule allow for delivery of strategic and intensiveintervention in addition to Core?Master schedule allows for an extended math block in K-5 to provide interventions inaddition to core instruction.

What will be the strategic and intensive structures for delivering services tostudents who are not meeting benchmark or universal behavior expectation? Students receiving intensive interventions will have a documented behaviorintervention plan (BIP) within EASi.Students receiving strategic interventions will have a developed Tier II plan that will bedocumented by the providers to use when evaluating next steps if the child is notresponding. Such as behavior or social contracts, counseling referrals, lunch groups,DARE officer.How does your master schedule allow for delivery of strategic and intensiveintervention in addition to Core?Master schedule allows for these students to receive interventions outside and duringdirect instruction from their core teacher as well as other stakeholders.



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Instruction

What structures are in place to ensure instructional decisions and planningare aligned to core?• Intervention Instruction will be direct and explicit instruction based on student needsand guided by digging deeper assessment data, collaboration, and anecdotal notes.• Collaboration between Intervention teachers and classroom teachers is crucial tostudent achievement. Focus on intervention lessons will be discussed at PLT'sensuring skills are generalized across setting and address grade level expectations.• Progress monitoring data will be share and discussed, and will help determine nextsteps in instruction. What is the intervention lesson format?• Intervention teachers will follow the K-2 Letterland Intervention lessons or Next Stepsto Literacy lessons.• K-2nd Phonic Intervention lessons will follow Letterland:• Intensive will follow Letterland Intervention Strand• Strategic will follow Letterland Small group• All intervention will be direct and explicit instruction based on student need andguided by assessment data, collaboration, and anecdotal notes.Who will ensure fidelity?• Walk-throughs to ensure fidelity will be done by Administration and the LiteracyCoach.

What structures are in place to ensure that instructional decisions andplanning are aligned to core? Students will be discussed during PLT/grade level meetings to develop interventionsaligned to core expectations.What is the intervention lesson format(s) for academic or behavior?Intervention strategies and/or lessons are explicit, direct instruction based on thestudent’s need and guided by assessment data, collaboration, and anecdotal notes.How will you know the interventions have been implemented with fidelity? Walk-throughs throughout the year.Who will ensure fidelity? Administration

What structures are in place to ensure that instructional decisions andplanning are aligned to core? Students will be discussed during PLT/grade level meetings to develop interventionsaligned to core expectations.What is the intervention lesson format(s) for academic or behavior? Intervention strategies and/or lessons are explicit, direct instruction based on thestudent’s need and guided by assessment data, collaboration, and anecdotal notes.

How will you know the interventions have been implemented with fidelity?Walk-throughs throughout the year.Who will ensure fidelity? Admin and School Counselor

Assessment andProgress Monitoring

The following data may be used to assess students' response to intervention:

• mCLASS Progress Monitoring following WCPSS Steps to Effective Progress Monitoring with DIBELS Next• WCPSS Digging Deeper• Formative Assessments• Report Card• CASE 21• EOG

How will data be used to guide instruction?• Identify, continue, and update target learning focus.

How will students be progress monitored?• Students will be progress monitored by the teacher providing the most intensiveintervention.• Students in the red will be progress monitored every 10 school days• Students in the yellow will be progress monitored every 20 school days. Analyzing data and making data-based decisions:• After three or more data points, student progress will be discussed and data will beanalyzed at weekly PLT's. Duration, frequency, and intensity will be adjusted based onprogress monitoring data points and following the RtI framework.

What data will be used to assess the student’s responsiveness tointervention? Formative and informal assessments will be used to evaluate studentperformance/understanding and determine instructional next steps.How does data guide your instruction? Identify, continue, and update targeted learning focusHow often will you progress monitor? Common assessments will be used to progress monitor identified skills taught withinunits.What is the process for analyzing the data and making data based decisions? After at least 3 data points or more, next steps will be determined based on how astudent is responding to the intervention.

What data will be used to assess the student’s responsiveness tointervention? Student plans will address the data used to assess the student’s responsiveness.How does data guide your instruction? Identify, continue, and update targeted learning focusHow often will you progress monitor? Student plans will address the frequency of progress monitoring.What is the process for analyzing the data and making data based decisions?After at least 3 data points or more, next steps will be determined based on how astudent is responding to the intervention.

Curriculum/Resources

The following evidence based materials and resources will be used topsupport intensive and/or strategic intervention:

• Letterland Intervention Strand• mCLASS Now What?• mCLASS Small Group Advisor• I’ve DIBELED, Now What? • Next STEPS to Literacy• Benchmark Connections• Fast Track• C-MAPPAnchor Comprehension

What evidence based materials and resources will be used to support theacademic or behavior strategic intervention? AMC (Kindergarten)C-MappGreat Leaps

What evidence based materials and resources will be used to support theacademic or behavior strategic intervention? Interventions Services team from districtSocial Worker, Counselor, PsychologistSpecial Education Team

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