comprehensive needs assessment school: holly ridge es ... · eog performance – math from...

School Improvement Plan

Comprehensive Needs AssessmentSchool: Holly Ridge ESPlan Year 2016-2018

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DataComponents Strengths (data trend statements) Concerns (data trend statements)

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Holly Ridge Elementary EOG scores have been higher than 8 of the 13 other Southern regionWCPSS elementary schools averages in grades 3-5 over the past three years. EOG Performance – Reading3rd grade reading proficiency remained consistent at 70% from 2012 to 2014 with an increase to71% during the 14-15 school year.Over the past two years 5th grade reading scores have increased by 10% from 51.9% during the2013-2014 school year to 61.60% during the 2014-2015 school year. EOG Performance – MathOver the last three years from 2012 to 2015, 3rd grade math scores have remained in the 70% range at 76.6%, 72.5%, and 77.60% consecutively.

5th grade math EOG proficiency increased from 2014 to 2015 by 8% from 68.2% to 76%.

EOG Subgroup Data:Over the past three years from 2012-2015, our Black subgroup population has increased theiroverall proficiency from 29.7%, to 32.8% and 34.3%.Over the past three years from 2012-2015, our White, Black and Asian subgroup populationshave increased their overall proficiency. Our White students increased proficiency from 56.6%,60.9%, and 65.2%. Our Black students increased from 25.6%, to 33.0%, and 40.4%.Hispanic performance has shown growth over the past three years from 2012-2015 in overallproficiency from 28.8%, to 35.9%, and 43.0%.In 2014-20115 SWD made 25.1% growth in the area of Science over their 2012-2013 scores. AMO TargetsWe have met AMO targets for Hispanic, White and AIG students in both Reading and Math overthe past three years from 2012-2015. GrowthWe have met Expected Growth Targets for the last 3 years from 2012-2015 in reading andmath. Reading percentages for 2012-2015 are 56.1%, 60.8%, and 59.7%. Math percentagesfor 2012-2015 are 66.8%, 61.5%, and 62.8%. mClass DataStudents in grades 2nd-5th end of year mClass proficiency data has increased by 2% from2013-2014 to 2014-2015, showing all grades scoring at 80% and above with reading proficiency.From 2013-2014 to 2014-2015 our mClass Composite score grew by 2%.

EOG Performance – Reading 4th grade students decreased in reading proficiency over the past two years from 80% in2013-2014 to 68.5% in 2014-2015.Overall proficiency in reading has shown inconsistency with little growth in 4th and 5thgrades over the past two years from 2013-2015. EOG Performance – MathFrom 2012-2015, 4th grade students decreased in math proficiency from 73.1%, 72.4%,to 69.20%.Overall proficiency in math has shown inconsistency with little growth over the past threeyears from 2012-2015 with percentages of 74.5%, 70.9%, and 74.2%. EOG Subgroup Data:Students with Disability and Limited English Proficiency students overall composite scoreshave been inconsistent with a decrease in 2014-2015.A cohort group (3-14 third graders) have shown a decrease in both math and reading,same cohort with most SWD subgroup. EOG Performance – Science5th grade Science performance has shown inconsistency with scores over the past threeyears from 2012-2015 with 73%, 80.9%, and 75.30%. AMO TargetsFor the past 2 years from 2013-2015 we did not meet AMO targets with Black students inReading and Math.For the past 3 years from 2012-2015, we did not meet AMO targets with SWD in Reading,and for the past year from 2014-2015 our SWD students did not meet AMO targets forMath.During the 2014-2015 year we did not meet AMO targets for Economically Disadvantagedin Reading and Math. MClass DataDuring 2014-2015 MClass TRC proficiency dropped by 4% as compared to the 2013-2014scores.



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Literacy:Grades K and 1 have implement the Bright Ideas: Nurturing program to enrich the vocabularyinstruction. This will be implemented in second grade in 2016-17.

Implementation of Letterland has shown an increase of understanding and proficiency inKindergarten over the past three years. The program was implemented in grade 2 during the2014-15 school year.

Literacy coach and interventionist are supporting all grades K-5. Coaches have been trained andsupport teachers in instruction, progress monitoring, and analyzing data. They are alsoproviding interventions for at-risk students.

Our Multi-tier system of support, MTSS team has created and monitored a watch list of at riskstudents who receive intervention support in the classroom, or through an interventionist.

A Intervention Matrix has been created to monitor our instructional and behavioral support andto ensure fidelity of support.

Instructional Assistants are pushing in classes to support student learning.Holly Ridge received a Wake Ed. Partnership Grant for each teacher to collaborativelyparticipate in a monthly book study on best practices in literacy instruction. After reading thebook teachers will observe each other and create a walkthrough tool to check for instructionalfidelity.Technology:100% of the classrooms are equip with Smartboards and computers/iPads. Teachers utilizeiStation, Frontrow, Study Island, Reading A-Z as well as other instructional programs in theirclassrooms and in the computer lab.

K-5 Planning:Each grade level has common lunch and planning time where they collaborate in creatinglesson plans and common assessments.All teachers are provided with substitutes quarterly fora half day of planning with their grade levels and instructional specialists.

PBIS / Behavior:HRES has earned Exemplar Recognition Award for being a strong PBIS school. Teachers utilize "Wheel of Choice" to help solve minor behavior issues

Literacy:Based on the 2014-2015 end of year teacher survey data:Teachers suggested the need to increase research based Vocabulary instruction.Teachers need more support with progress monitoring with TRC skills.Teachers need more instructional support with the written component of the TRC.Teachers need more resources for small group reading instruction for students in grades3-5.

Math:Teachers need more resources to collect math data such as benchmarks and progressmonitoring data.

Differentiation:Teacher Working condition survey reports 59.1% of our staff indicated professionaldevelopment is differentiated. 40% of the staff indicated the need for moreDifferentiated professional development.

Grading Practices: Inconsistent understanding and process in place with Standards Based Grading.

PBIS/Behavior: PBIS structure and reward system need to be reviewed with new staff.Continued analysis our Behavior data to proactively create Tier II plans for students withbehavior difficulties or support classroom behavior contracts.Implement Check In/Check Out system for students in need of a Tier II behavior supportplan.



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Attendance Data:The student attendance rate for HRES continued to stay at 96.% compared to WCPSS at 95.5%

Student Demographics:White - 66%Black - 14%Hispanic - 13%Asian - 2%

NC Report Card:100% of teachers at Holly Ridge ES are Highly Qualified.34% of the teachers at HRES have Advanced Degrees.17.5% of the teachers at HRES are Nationally Board Certified TeachersTeacher Turn Over rate continues to decrease: 2012-13 - 14.7%, 2013-14 - 10.6%, 2014-15 -5.5%

NCEES:All teachers are rated as Proficient or above on the NC Educator Evaluation System

Attendance Data:While school-wide attendance is excellent, there are several students who have missedover 10 days of school and have multiple tardies.Teacher Demographics:White - 90.6%Black - 5.5%Hispanic - 1%Asian - 0%

Student and Teacher Demographics are not aligned.

NC Report Card:Average class size is greater than the district and state averages.

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PTA:Holly Ridge Elementary has an active PTA that communicates with the community through theHRES website, a blog, twitter, and newsletters.

2014 Teacher Working Conditions Survey:100% of teachers feel the physical environment of classrooms in the school supports teachingand learning100% of the teachers feel this school maintains clear, two-way communication with thecommunity.100% of the teachers feel school administrator support teachers' efforts to maintain discipline inthe classroom and that the school environment is safe.97.9% of the teachers fell the school leadership facilitates using data to improve studentlearning.97.8% of staff say that HRES is a good place to work and learn.

PTA:304 members of the HRES PTA44 Teachers are members of the PTA 15% of the PTA members attend functions and support PTA activities

Teacher Working Conditions Survey:42.6% of teachers feel the non-instruction time provided for teachers is sufficient. 36.2% of teachers feel efforts are made to minimize the amount of routine paperworkteacher are required to do.60.4% of teachers feel teachers are recognized as educational experts.59.1% of teachers feel professional development is differentiated to meet the individualneeds of teachers.25% of teachers feel state assessment data are available in time to impact instructionalpractices22.9% of teachers feel state assessment accurately gauge students' understanding ofstandards.



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Priority Concerns/Problem Statement Root Causes/Hypothesis (ICEL) Solutions (evidence based)Did not meet AMO targets for black students in 2013-4and 2014-15 in both reading and math. (Reading – 32.8%to 34.3% proficient. Math – 29.7% to 34.3% proficient)

Only 58% of parents responded that they read to their childdaily according to the KIA surveyIn student surveys and interviews, students respond thatschool is not interesting and relevant to them. Behavior / Attention Needs - IEPs indicate more studentsstruggle with ADD or ADHD, making attention needsrelevant to instructional practices.

Lack of early learning opportunities and support for at-riskstudents.

Leveled book room for students in K-2, Lack of high interestmaterials for students 3-5

Vocabulary Development –• Bright Tomorrows (K-2)• Vocabulary (3-5)• SIOP strategiesEmphasis on early intervention and tutoringHigh Interest materials for sub-groups and older at-riskstudentsCreate/share student motivation by utilizing engaging tasks– Interest surveysMore kinesthetic activitiesCollaborative environmentHigher level, engaging technology. – Strong readingsoftware for early gradesLook at data and drill down to sub group data to ensureprogress of groups of students instead of focusing on wholegroupBuddy system with targeted studentsBefore/after school tutoring starting earlier in the yearopen to all grade levels.Professional development – Poverty Framework, technology,Data notebooks, Habits of MindIncrease and Improve student, family, teacher relationshipsTargeted curriculum nights for families of at risk students.Open lab hours for students and familiesRestructure Open House/Meet the teacher so parent havemore information/understanding of child’s classroomteacher’s management system, routines and grade levelexpectations (Standards based grading)Share WCPSS videos on standards and curriculum withfamilies.



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Priority Concerns/Problem Statement Root Causes/Hypothesis (ICEL) Solutions (evidence based)Did not meet AMO targets for Students with disabilities,SWD for 2012-13, 2013-14, or 2014-15 in the area ofReading (12.5% to 21.2% to 8.6%)

Test do not show growth or match instructional levels ofSWD - students have made inconsistent growth but not yetmeet grade level proficiency. 2012-13 12.2% proficient,2013-14 - 35.3% proficient, 2014-15 - 28.3% proficient.

Students are missing core instruction due to pull outsupport for SPED services. - Need data on how much timestudents with IEPs are pulled from classroom.

Student motivation and effortBehavior / Attention Needs

Lack of early learning opportunities and support for at-riskstudents.

Leveled book room for students in K-2, Lack of high interestmaterials for students 3-5

Early Start for KindergartenIntervention, tutoring, and classroom support for at-riskstudents in grades K-2.

Make online programs available for students during thesummer months.

Create Effort Rubric for students to use to monitor effortand performance

Purchase High Interest materials to focus on upper gradesand sub-groups of students.

Use more kinesthetic activities with students.

Incorporate a more collaborative activities including highlevel, engaging technology.

When looking at achievement data, drill down to subgroupsto ensure proficiency with small groups of students insteadof whole student demographics.

More collaboration time with regular and special educationteachers. (Co-teaching vs. pull out)

Provide before/after school tutoring and start early in theyear for students in all grades.

Provide staff with professional development opportunitiesto support differentiation and intervention support.

Share WCPSS videos on standards and curriculum withfamilies.



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Data SummaryDescribe your conclusionsHolly Ridge Elementary continues to score above the WCPSS and Southern region average as measured by the North Carolina End of Grade Assessments.EOG data remains inconsistent showing one year of growth and the next not meeting expected growth in different grade levels and subject areas. HRESfailed to meet EVAAS Growth Status for the 2014-15 school year. Since the 2013-14 school year students in the Black subgroup did not meet AMO targetsin both Reading and Math. Students with Disabilities did not meet targets in Reading for the past 3 years and did not meet Math targets in the 2014-15.Economically Disadvantaged student did not meet targets for Reading and Math for the 2014-15 school year. Students in other sub-groups continue toscore above local and state averages. As a result of our findings, we will use more equitable teaching practices and provide profession development onengagement and student motivation. Teams will also closely examine sub-group data each quarter to monitor growth and provide differentiation. Earlyintervention for students in grades K-2, collecting more student feedback, and increasing co-teaching will ensure we are better able to meet the needs ofall students. PLTs will focus on integrating the 4 Cs: Creativity, Communication, Collaboration, and Communication into daily instruction.


Membership of School Improvement TeamSchool: Holly Ridge ESPlan Year 2016-2018Principal: Joy GormanDate: May - 2016

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SIP Team MembersName School Based Job Title

1 Ashley Vonglis Teacher2 Bambi Lockhart Teacher3 Candace Lehew Instructional Support Personnel4 Chapri Jordan Teacher5 Collean Killius Teacher6 Holly Bucy Teacher7 Jennifer Vaughn Teacher Assistant8 Joy Gorman Principal9 Katie Geniesse Parent10 Lynn Rustay School Improvement Chair11 Melissa Bunn Assistant Principal12 Sarah Baldwin Teacher13 Sarah Rankin Instructional Support Personnel14 Trish Gribbon Teacher


Mission, Vision and Value StatementsSchool: Holly Ridge ESPlan Year 2016-2018Date: Mar - 2012

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Mission StatementWake County Public School System will provide a relevant and engaging education and will graduatestudents who are collaborative, creative, effective communicators and critical thinkers.

Vision StatementHolly Ridge Elementary School is a welcoming and safe learning community that recognizes theuniqueness of students and empowers them to become creative and critical thinkers, problem solvers,and 21st century learners who can communicate and collaborate with others.

Core Beliefs• Every student is uniquely capable and deserves to be challenged and engaged in relevant, rigorous, andmeaningful learning each day.• Every student is expected to learn, grow, and succeed while we will eliminate the ability to predictachievement based on socioeconomic status, race, and ethnicity.• Well-supported, highly effective, and dedicated principals, teachers, and staff are essential to successfor all students.• The Board of Education, superintendent, and all staff, while sustaining best practices, will promote andsupport a culture of continuous improvement, risk-taking, and innovation that results in a high-performingorganization focused on student achievement.• The Board of Education, superintendent, and all staff value a diverse school community that is inviting,respectful, inclusive, flexible, and supportive.• The Wake County residents value a strong public school system and will partner to provide the supportand resources to fully realize our shared vision, accomplish the mission, and sustain our core beliefs.

Value StatementAt Holly Ridge Elementary, we will provide:• A Positive and Safe Learning climate• Positive Behavior Expectations for students• Support for social, emotional, and physical well being for the HRES community• Life long learning opportunities for students and staff• Data driven decisions to guide differentiated instruction• Student engagement using hands- on instruction, technology, collaboration, and communication• Positive relationships with families and the community


Summary of Goals, Key Processes and Action StepsSchool: Holly Ridge ESPlan Year 2016-2018LEA: Wake County (920)

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School GoalBy June 2018, Holly Ridge Elementary, including all subgroups, will met or exceed 3-5% growth asmeasured by the NC EOG.Goal Manager Strategic Objective State Board of Education GoalLynn Rustay Achievement 21st Century StudentsResourcesEVASS data, Professional Learning Teams, AMO targets, Parental Engagement, Elementary/K-3 Read toAchieve Plan, Healthy Active Children Policy, Duty Free Lunch and Planning, Safe and Orderly Schools Plan,Character Ed Program, DPI Flexibility in Financial Transfers - we wish to utilize DPI flexibility with fundstransfer

Key Process1. Teachers will incorporate motivation and engagement strategies by identifying clear learning goals

with the use of concept maps, TIPS, and a standard wall.TierTier 1 / CoreProcess ManagerCandace LehewMeasurable Process Check(s)• The Active Engagement Committee will use a walk through tool quarterly to gather data and to assessthe understanding of learning goals implementation in order to increase student understanding oflearning goals.• Teachers will analyze student survey data to assess the level of implementation of engaging tasks andcultivation of a positive learning environment.

Action Step(s)

1. Teachers will participate in a book study,Learning in the Fast Lane, to gain information about andidentify clear learning goals through the use of concept maps, TIPS and standards walls to showconnections and relevance to students, increasing student motivation and engagement.

Timeline From 8/2016 To 6/2017

2. Teachers will share strategies and artifacts during monthly staff meetings and PLTs related tolearning goals, use of high interest materials, and kinesthetic activities while incorporating the 4 Csinto their daily instruction.


3. SIP subcommittee will identify student effort rubric and student reflection/feedback response formsto be used bi-quarterly and to inform lesson design.




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4. Teachers will use high-interest materials, kinesthetic activities and feedback from student responseforms and classroom observations to create lessons that are motivating and engaging for students.


Key Process2. Teachers will expose student both directly and indirectly to new vocabulary through reading, writing,

thinking and discussing.TierTier 1 / CoreProcess ManagerHolly BucyMeasurable Process Check(s)• The administrative team will dialogue with teachers and review artifacts following classroomobservations and/or during PDP reviews to determine how vocabulary is being implemented.• The SIP team will monitor the impact on student achievement through report cards, mClass data, andCase 21 data.

Action Step(s)

1. Teachers will plan for indirect vocabulary opportunities through read alouds and wide readingstrategies using a variety of texts and genres by modeling and expecting students to learn and userich language daily.


2. Teachers will assess vocabulary use in authentic speaking and writing tasks.


3. Vocabulary committee will provide professional learning and vertical planning opportunities wherePLTs will intentionally select tier 2 and 3 words for direct and indirect instruction within contextacross all content areas.


4. Teachers will engage in robust, high interest, and interactive read alouds using resources fromCMAPP, ETF site, and lessons designed around text talks.


5. K-2 teachers will attend training and implement Nurturing for a Bright Tomorrow Program dailyduring classroom instruction.




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Key Process3. Teachers/Staff will identify processes to support at risk students and use them to increase academic

achievement. TierTier 2Process ManagerMelissa BunnMeasurable Process Check(s)MTSS team and PLTs will analyze specific data points for at-risk students at least quarterly to determinenext steps for individual student success.

Action Step(s)

1. PLT groups will analyze achievement and progress monitoring data and collaborate with specialeducation teachers and support staff to identify and support at risk learners.


2. PLT groups will create and update learning goals to develop and implement specific strategies (i.e.push-in instruction) to support at-risk learners.


3. Financial and personnel resources will be used to create programs (i.e. tutoring, mentoringprograms, support groups, etc.) to support achievement of at-risk learners.


Key Process4. Teachers/Staff will increase family engagement to support academic learning in school and at home.TierTier 1 / CoreProcess ManagerChapri JordanMeasurable Process Check(s)Staff will monitor family involvement at school functions and during the school day through the use ofvolunteer registration, attendance at school functions, and parent surveys.



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Action Step(s)

1. Teachers will conduct information sessions in classrooms to address expectations for academics,grading, home-school communication and classroom management.


2. IRT will provide training to parents and teachers about standards based grading.


3. Teachers will communicate with families regarding online learning programs, videos to supportcurriculum standards, newsletters, websites, weekly folders, progress updates, and report cards.


4. SIP subcommittee will collaborate with PTA to promote evening events such as curriculum nights,cultural arts nights, and Watch Dog Dads gatherings.



Waiver RequestSchool: Holly Ridge ESPlan Year 2016-2018

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Date May - 2016Waiver RequestedNone needed at this timeHow will this waiver impact school improvement?n/aPlease indicate the type of waiver: StatePlease indicate the policy to be waived n/a


Summary Sheet of Professional Development ActivitiesSchool: Holly Ridge ESPlan Year 2016-2018School Year: 2016-2017

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Development Activities forTopic: Participants: Goal Supported:Book Study on Learning in theFast Lane. To implement clearlearning goals in theclassroom.

Teachers By June 2018, HRES will meet or exceed growth targetsas measured by the NC EOG and all subgroups will meetAMO targets in Reading and Math.

Academic Language Strategies All teachers By June 2018, HRES will meet or exceed growth targetsas measured by the NC EOG and all subgroups will meetAMO targets in Reading and Math.


Summary Sheet of Professional Development ActivitiesSchool: Holly Ridge ESPlan Year 2016-2018School Year: 2017-2018

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Development Activities forTopic: Participants: Goal Supported:


Intervention Planning MatrixSchool: Holly Ridge ESPlan Year 2016-2018School Year: 2016-2017

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Reading Math Behavior

Data DecisionProcess for Entry andExit

The following data will be used to indicate studentsneed additional data points:K-3: mCLASS data3rd grade BOG4-5: EOG below 4, ELA Report Card grades below a 4(administer mCLASS assessments )Threshold for Entry into the Problem Solving Cycle: students demonstrating a need in two or moremeasures (excluding composite). Team refers toWCPSS Tiered Support Flowchart to guide decisions.Exit: Reference WCPSS Tiered Support Flowchart aswell as gaining mutual agreement of all stakeholders.PLTs will meet with their MTSS grade level rep. 2times a month for kid talk. Intervention Team will meet 2 times a month toproblem solve Tier III students.During the Problem Solving Cycle PLTs/InterventionTeam will follow the WCPSS Tiered Support Flowchartto guide decisions.

Initial services will be provided by core teachers,intervention teachers and literacy coachessupporting core instruction and developingappropriate in class Tier II interventions.Along with strong core instruction and Tier II/IIIinterventions in place in the classroom, if necessary,additional Tier II/III interventions will be provided byinterventionists.

At MOY & EOY, the intervention team will pull themCLASS DEF report to determine the number ofstudents responding to interventions.

The following data will be used to identify studentsK/1st: Number Knowledge Test 2-5: Report Card,EOY math summative or EOGThreshold for Entry into the Problem Solving Cycle: K/1st reference WCPSS Using NKT to MakeData-Based Decisions.2-5: the watchlist will be utilized to create rankingforms to identify level of needExit: Reference WCPSS Tiered Support Flowchart aswell as gaining mutual agreement of all stakeholders.PLTs will meet with their MTSS grade level rep. 2times a month for kid talk. Intervention Team will meet 2 times a month toproblem solve Tier III students.During the Problem Solving Cycle PLTs/InterventionTeam will follow the WCPSS Tiered Support Flowchartto guide decisions.

Initial services will be provided by core teachers andintervention teachers supporting core instructionand developing appropriate in class Tier IIinterventions.Along with strong core instruction and Tier II/IIIinterventions in place in the classroom, if necessary,additional Tier II/III interventions will be provided byinterventionists.

At MOY & EOY, the intervention team will pull K/1stNKT scores in Oasis. 2-5: common assessments &report card data quarterly

SIRS discipline data: Major referrals will beconsistently collected and entered into Easi.Minors (for specials)Conduct score on report cardClassroom data points based on classroom system.ENTRYStudents will be discussed in the grade level PLT forcreation of a potential plan when:Strategic (tier II):2 Major Referrals3-5 Same/5-7 different infractions for classroom datapoints2 for Conduct score on report cardEXIT: Plan to gradually decrease intensity, frequency,and/or duration of intervention. Continue to monitorsuccess within Core.Student has met at least 80% success rate based onexpectations as outlined in Tier II Plan.Entry into Intensive:IF student has not responded to Tier II interventionafter modifying plan twice with fidelity.Student is then brought to the tier III team forcreation of a Tier III plan (fba/bip).Exit Intensive: Student has met goal(s) outlined informal Tier III Plan (FBA/BIP).PLTs will meet with their case managers 2 times amonth. Intervention Team will meet 2 times a month toproblem solve Tier III students.During the ProblemSolving Cycle PLTs/Intervention Team will follow theWCPSS Tiered Support Flowchart to guide decisions.At MOY & EOY, the intervention team will use TFIdata to evaluate the effectiveness of the behaviorstructures outlined in the intervention matrix.

https://drive.google.com/open?id=0B9eVSjU9bUBVSHVCT2ViZTM5ODQ



https://drive.google.com/a/wcpss.net/file/d/0B9eVSjU9bUBVU0VtTHRGYkJBYTA/view?usp=drive_web

https://drive.google.com/a/wcpss.net/file/d/0B9eVSjU9bUBVU0VtTHRGYkJBYTA/view?usp=drive_web





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InterventionStructure

Students in need of strategic support will receiveintervention 2 to 4 days a week for 10 to 15 minutesper session with no more than 4 to 5 in a group.Students in need of intensive support will receiveinterventions 4 to 5 days a week for 20 to 30 minutesper session with no more than 4 to 5 in a group.Interventions will be delivered during: literacy blockoutside of the mini-lesson/extended learning time

Students in need of strategic interventions willreceive intervention 2 to 4 days a week for 15 to 20minutes per session with no more than 4 to 5 in agroup.Students inneed of intensive interventions will receiveinterventions 4 to 5 days a week for 20 to 30 minutesper session with no more than 4 to 5 in a group..

Interventions will be delivered during: outside of themath block (i.e. -extended math block or extendedlearning time)

Strategic (tier II)Options:Check-In, Check-OutMentoringSmall Social/Emotional GroupsClassroom success chartsStructure:Core + strategic intervention, which will vary bygroup size, frequency, and duration basedon student need and responsiveness.IntensiveOptions:FBA/BIP aligned with wraparound servicesStructure:Core + Intensive interventions will vary by frequencyand duration based on student need andresponsiveness

Interventions will be delivered during:throughout theschool day

Instruction

All stakeholders will be informed of instructionaldecisions & planning with Grade Level PLTcollaboration.Digging deeper assessments will be administered, asoutlined by WCPSS Universal Screening & DiagnosticAssessment FlowchartK-2 Phonics Intervention lessons will follow Letterland• Intensive will follow Letterland Intervention Strand• Strategic will follow Letterland Small Group Lessons3-5 Phonics intervention lessons will use Recipe forReading & 3-5 Canvas Word Work site.

All intervention formats will be direct and explicitinstruction based on student need and guided byassessment data, collaboration and anecdotal notes.

Intervention Team will keep a student watch listwithin the shared drive

All stakeholders will be informed of instructionaldecisions & planning with Grade Level PLTcollaborationAssessing Math concepts diagnostic assessments willbe administered for Kindergarten & 1st grades asoutlined by the WCPSSK & 1st grade where applicable will follow lessonsfrom Kathy Richardson’s Assessing Math Concepts

All intervention formats will be direct and explicitinstruction based on student need and guided byassessment data, collaboration and anecdotal notes.

Intervention Team will keep a student watch listwithin the shared drive

All stakeholders will be informed of instructionaldecisions & planning through meetings.Strategic:Explicit behavioral/social emotional instruction + Tier2, targeted intervention as outlined in Tier 2 plan.Intensive:Explicit behavioral/social emotional instruction + Tier3, targeted intervention as outlined in Tier 3 planFidelity checks will be a part of every student’s TierII/Tier III plan within EASi. For Tier II, the grade levelpbis rep with do fidelity checks/lead behavior kidtalks. The Intervention Team will be checked usingthe TFI three times a year.

https://drive.google.com/a/wcpss.net/file/d/0B9eVSjU9bUBVazYxNHMyOTEtQmc/view?usp=drive_web



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Assessment andProgress Monitoring

Reference EASi Progress Monitoring Master ListspreadsheetDuration, frequency & intensity will be adjustedbased on progress monitoring data points andfollowing the WCPSS Tiered Support FlowchartEvery 15-20 days for Strategic NeedEvery 10 days for Intensive NeedUsing a problem solving framework, along with theWCPSS Tiered Support Flowchart, PLTs andIntervention Team will analyze data to makedata-based decisions

Reference EASi Progress Monitoring Master ListspreadsheetDuration, frequency & intensity will be adjustedbased on progress monitoring data points andfollowing the WCPSS Tiered Support FlowchartProgress monitor every 3 to 4 weeksUsing a problem solving framework, along with theWCPSS Tiered Support Flowchart, PLTs andIntervention Team will analyze data to makedata-based decisions

Strategic: Progress monitoring based upon entry/exitcriteria will be documented in Easi and targets willbe outlined in Tier II Behavior Intervention plan.Intensive: Progress monitoring based upon entry/exitcriteria will be documented in Easi and targets willbe outlined in Tier III Behavior intervention plan.Duration, frequency & intensity will be adjustedbased on progress monitoring data points andfollowing the WCPSS Tiered Support FlowchartProgress monitor every 3 to 6 weekUsing a problem solving framework, along with theWCPSS Tiered Support Flowchart, PLTs andIntervention Team will analyze data to makedata-based decisions

Curriculum/Resources

K-2 Word Work:Strategic: Letterland Small Group lessons Intensive: Letterland Intervention Strand3-5 Word Work: Recipe for Reading & WCPSS WordWork Canvas SiteK-5: The Reading Strategies Book & Leveled TextEASi Interventions Master List spreadsheetEASi Progress Monitoring Master List spreadsheet

K/1: WCPSS Strategic Interventions to Support K-2Mathematics document & Linking AMC Instructiondocument for intensive studentsAssessing Math Concepts bookEASi Interventions Master List spreadsheetEASi Progress Monitoring Master List spreadsheet2-5: enVisions, Math Expressions, C-Mapp

Core:PBIS/Core Behavior Systems and StructuresStrategic:Check In Check OutAnxiety Workbook (school counselors K-12)CMAPP curriculum (small groups)Teachers Encyclopedia of Behavior Management









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Reading Math BehaviorData DecisionProcess for Entry andExitInterventionStructureInstructionAssessment andProgress MonitoringCurriculum/Resources

comprehensive needs assessment school: holly ridge es ... · eog performance – math from...

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