Comprehensive Needs Assessment School: Bugg …Bugg Elementary Free and Reduced Average is 72.4%....

School Improvement Plan

Comprehensive Needs AssessmentSchool: Bugg ESPlan Year 2014-2016

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DataComponents Areas of Strengths Areas of Concern

Stud

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Revised on January 7, 2016, per DPI feedback. • In comparison of the 2013-2014 and 2014-2015 school years, the math grade 5 cohort datashows a 3.7% increase in proficiency. • In reading, grade 3 college ready scores increased 2.8%• In reading, in all grades combined the scores increased by 3.5% (college ready)

Overall Black ED SWD AG

READING

10-11 60.3 52.7 50.0

11-12 63.5 59.7 54.5

12-13 45.9 43.7 22.8 26.1 95.2

13-14 44.5 41.7 20.3 24.3 100

14-15 42.7 40.1 20.9 20 100

MATH

10-11 73.7 68.7 65.7

11-12 84.0 81.9 80.7

12-13 46.6 42.5 28.0 30.4 100

13-14 46.7 44.0 30.5 27.0 100

14-15 37.6 36.5 19.8 10.0 100 For the past five years Bugg Elementary student performance on the End of Grade test has decreased by approximately 10 % points away from the Annual MeasurableObjective targets. During the 2011 through 2013 school years, the black students tested exceeded the AMO targets by as much as 6 percent points. However, from 2013through 2015 there was an annual decrease of 9 percent points away from the AMO targets. There has been a steady decrease in the Students withDisabilities population as it pertains to the content area of math and meeting the AMO target; the range includes a 3 to 17 percent point decline. The EconomicDisadvantaged subgroup of students has not increased with the AMO target. CASE 21 Local Assessment Overall Black SWD

Reading

12-13 59.6% 58.5% 47.9%

13-14 59.4% 58% 47.8%

14-15 48.8% 47.8% 29.8%

Math

12-13 61.6% 61.3% 53.4%

13-14 51.1% 49.5% 34%

14-15 55.4% 54.6% 36.4%The local Case 21 data projected a higher percent proficient than the actual state data.

Inst

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s • Based upon team reflections, we have seen consistent Professional Learning Teams beingimplemented, and collaborative planning being done with fidelity. PL teams meet once aweek. According to the 2015 WCPSS teacher survey, 77% of Bugg staff agreed that they arebetter teachers because of the work that takes place within PLT's.• Teachers are provided daily with planning time, professional development (including technologyintegration), and PLT meetings. According to the 2015 WCPSS teacher survey, 73% of Bugg staffagreed that teachers have time available to collaborate with colleagues.

• Based upon team reflections, there is a need for more focused Kid Talk to quickly identify needs and interventions for struggling students. Information provided duringkid talk should include data that correlate with the intervention strategies that are provided.• A large percentage of students need intervention in Tier II• Based on the 2015 WCPSS teacher survey, 42% of teachers are allowed to focus on educating students with minimal interruptions.



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Staf

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Dem

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Student Demographic Data F/R AverageThe district Free and Reduced Average is 37%. Bugg Elementary Free and Reduced Average is 72.4%. Demographics, according to US Census Bureau (2013)Wake County Total Population- 929,214Bugg Elementary Total Population - 569 Wake County White- 61.8%Bugg Elementary White - 6%

Wake County Black- 20.5%Bugg Elementary Black - 75%Wake County Hispanic- 9.8%Bugg Elementary Hispanic - 15%Wake County Asian- 5.6%Bugg Elementary Asian - 1%

Wake County Two or More Races- 1.8%Bugg Elementary - 3%

Wake County Some Other Race- 0.3%Wake County American Indian/Alaskan Native- 0.2%Wake County Native/Hawaiian/Other Pacific Islander- 0%

Bugg Elementary Staff Demographic Data 2014-2015

Higher than 4-yr degree - 15% National Board Certification - 3%25 years or more experience - 5%

• Tardies and early dismissals are a concern.• 92% of the overall student population missed one or more days of school.• 80% of the overall student population absences were unexcused.• Our FRL percentage has increased. At this point, we are at 74.2% FRL according to powerschools.• less than 1% of the student population received out of school suspension. However, there was a total of 16 days suspension. This year the school implemented a motivational behavioral monitoring system (class dojo), this system is used to monitor positive behavior andbehavior that requires correction. Students are aware of daily "point totals" and are rewarded at the end of the day and week based on their numbers.Parents are also invited to join the system. Parents are provided with immediate feedback based on how the children are behaving throughout the day.Teachers and administrators are provided with reports to view and analyze trends in student behavior. All staff members are connected and weretrained on the use of this system. Since this is the first year of the implementation of this multi layered system to follow along with PBIS, data willshow a decrease in the number of major/minor behaviors over time. In addition, a bell system is in place (throughout the day) to remind staff to awardpositive points. as well

2014 to 2015 = 28 (referrals) 15 Majors and 11 Minors2015 to 2016 = 86 (referrals)19 Majors and 67 Minors The increase is due to the consistent manner in which behavioral referral forms are completed and recorded. Teachers/staff are more aware of theprocess and are implementing strategies to correct problem behaviors.

Year Teacher Turnover Percentage

2006 26%

2007 24%

2008 15%

2009 10%

2010 20%

2011 11%

2012 12%

2013 9%

2014 10%

2015 19%



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Perc

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2015 Bugg Student Survey: 82% of students feel that adults teach student fairly76% of students feel that the adults at the school listen to studnets87% of students feel that teachers care about them82% of students feel that the teachers are there when they need them70% of students feel that the school rules are fair82% of students feel that teachers are honest and open with them76% of students agree that they enjoy talking to teachers82% of students feel safe at school64% of students feel that their teachers are interested in them as individuals

add title 1 parents survey information

• Clear communication between parents and teachers. Streamline communication by using newsletters and emails.• According to the 2015 WCPSS teacher survey, when the statement parents/guardians support teachers, contributing to their success with students, 38% of staff agreedwith this statement.

Prog

ram • Variety of programs have increased family and student involvement. These programs include

Family University, Student University, PTA, and College Bound.• The Parent Partner program will be introduced this school year

• Develop a consistent method of assessing the Student University program

Priority Concerns Root Causes(with evidence) Solutions

• Students in grades 3, 4, and 5 are 41.6%proficient in reading. The benchmark for thisschool year is 60.7%.• Students in grades 3, 4, and 5 are 37.6%proficient in math. The benchmark for thisschool year is 59.7%

• Lack of exposure for students to more orallanguage, background knowledge, andvocabulary. The percent proficient in literacy was41.6. • Math: the structire of the math block variedacross grade levels with no set intervention timeimbdedded in the block.

• In literacy: Professional Development on how tocollect literacy data (anecdotal notes/ runningrecords).Professional Development on how to analyzeand interpret data to drive instruction.• Math: Teachers will meet with math coach todiscuss structure of the math block during PLTtime.Grade levels will create lesson plans that areinclusive of core math content and interventions

Students in grade 5 are 40.7% proficient inscience. The benchmark for science is 40.7%

• Science was treated as a stand alone unit ofstudy and the content was not consistentlyintegrated.

• Science: Administrators will provide ProfessionalDevelopment from the Arts IntegrationConsultant.Administrators will determine a time and amethod for MI and classroom teachers tocollaborate.Administrations will find professionaldevelopment on the most effective co-teaching model.



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Data SummaryDescribe your conclusionsAn indepth look at our data indicates that our strengths include the use of common planning, use of intervention staff, and PLT meetings. Concerns arenoted across all grade levels as it relates to literacy and math scores. Professional development, intervention time, and staff PLT meetings will address ourschool's literacy and math needs. Please see our goals, key process and action steps to see our vision of improvement to impact growth and our schoolperformance grade.


Membership of School Improvement TeamSchool: Bugg ESPlan Year 2014-2016Principal: Johneka WilliamsDate: Aug - 2015

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SIP Team MembersName School Based Job Title

1 Andre Teacher2 Derek Edmisten Teacher3 Greg Rutheny Teacher4 Jenna Schaefer Teacher5 Johneka Williams Principal6 Karen Fraley Teacher7 Khalilah Badger School Improvement Chair8 Kim Brown Teacher9 Melody Johnson Instructional Support Personnel10 Nerissa Gilchrist Teacher11 Ninethia Hood-Rouse Teacher12 Ruth Ann Freeman Assistant Principal13 Sonya Mitchiner Teacher14 Tanika Burrell Teacher15 Yivecka Hines Teacher


Mission, Vision and Value StatementsSchool: Bugg ESPlan Year 2014-2016Date: Oct - 2014

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Mission Statement:To empower all learners to creatively explore their smarts.

Vision Statement:Our school envisions a safe and caring family of parents, staff, and community members whowill work together effectively to provide a creative and inviting learning environment. Byassessing and monitoring each student’s progress, we will identify and implement strategiesfor improving student achievement, which will prepare them for the challenges of the 21st

century.

Value Statement:1. Differentiation through the arts2. Commitment to A+ model3. Disaggregation of data4. Assessment of the curriculum5. Professional development6. Collaboration with teams7. Communication with all stake holders


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

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School Goal By 2016, 80% of families will be present at school wideevents as measured by parent survey and attendance tothese events and this information will be reviewed quarterly.

Goal Manager Mrs. Johneka WilliamsStrategic Objective Community Engagement

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

As of right now, a small percentage of families/communityare in attendance as it relates to the total studentpopulation.

1 Key Process Bugg Elementary will provide opportunities for the parents and thecommunity to attend school events. We will fund family involvementwith available Title One funds.

Process Manager Mrs. Ruthann FreemanCompletion Date Jun - 2016

Restrainers timefunds

Resources Fundscommunity volunteersparent volunteersgrantssafe and orderly school plan

Measurable ProcessCheck(s)

Administrators will use a check in system to track attendance duringinformances and in school events in order to improve communication withfamilies and increase attendance.

1 Action Step Teachers will provide an opportunity for students toexpress integrated learning for their families.(informances)

Timeline From 8/2015 To 6/2016

2 Action Step Each year, Bugg will provide an opportunity forstudents to gain a pathway to college by interactingwith college students and parents


2 Key Process Bugg Elementary will form partnerships within the community

Process Manager Mrs. Johneka WilliamsCompletion Date Jun - 2016

Restrainers time (opportunities to form alliances with organizations in the community)funds



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Resources community volunteersparents volunteers

Measurable ProcessCheck(s) Administration will track the number of partnerships and affiliations.

1 Action Step Increase interactions with local businesses andorganizations by sharing Bugg's mission with thecommunity.


2 Action Step Involve community partnerships in school wideevents to enhance and support our magnet theme,mission, and values.




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School Goal By 2016, as it relates to the implementation of PBIS in ourschool, office referrals will decrease by 25% as measure bythe information entered into EASI.

Goal Manager PBIS ChairStrategic Objective Achievement

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

Office referrals have increased significantly over the courseof the past two years.

1 Key Process Bugg’s staff and students will participate in the universal implementationof PBIS. In 2016, the SIP team will analyze student discipline dataand achievement data to identify trends.

2014 to 2015 = 28 (referrals) 15 Majors and 11 Minors 2015 to 2016 = 86 (referrals)19 Majors and 67 Minors The increase is due to the consistent manner in which behavioralreferral forms are completed and recorded. Teachers/staff aremore aware of the process and are implementing strategies tocorrect problem behaviors.

Process Manager Ms. Ruthann FreemanCompletion Date Jun - 2016

Restrainers time

Resources Professional development from PBIScommunity support


The PBIS team will review and analyze the number office referral datamonthly in order to determine to the effectiveness of the universalimplementation of PBIS.

1 Action Step Bugg will participate in Professional Development onthe implementation of PBIS.


2 Action Step All staff will Implement PBIS expectations school wide.




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School Goal By 2016, student proficiency in all grades combined willreflect a 10 percentage point increase (39.7%-49.7%)EOYEOG data.

For the 2016-2018 SIP Rewrite, the SIP team willensure that all goals include details of execution.

Goal Manager Mrs. Johneka Williams and Ms. FreemanStrategic Objective Achievement

State Board of Education Goal 21st Century StudentsData Justification for Goal Based onComprehensive Needs Assessment

Student proficiency for all grades combined is currently39.7%.

1 Key Process Administrators will create a schedule that provides an opportunity forschool wide impact time (remediation and/or enrichment) for 30 minuteseach day.

Process Manager Mrs. Williams and Ms. FreemanCompletion Date Jun - 2016

Restrainers timestaff for coverage

Resources uninterrupted impact time


Teachers will turn in data to the data team monthly that reflects thepercentage of students who are making progress in order to determine theeffectiveness of impact time.

1 Action Step During PLT’s, Grade level teams will identify thestudents who need intervention.


2 Action Step Teachers will work with intervention coach todetermine appropriate interventions.


3 Action Step During PLT’s grade level teams will determine theappropriate progress monitoring tool to use and todetermine the frequency of the monitoring.


4 Action Step Administration meets monthly with the AreaSuperintendents Instructional Coordination Team toevaluate Instructional Excellence, Data Analysis,Instructional Planning, and Professional Capacity.




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5 Action Step The School Improvement Team meets quarterly toreview progress towards goals.




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School Goal By 2016, student proficiency in math will increase by 10percentage points, from 37.6% to 47.6%, as measured byEOG math scores.

Goal Manager Mrs. Johneka WilliamsStrategic Objective Achievement

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

Student proficiency in math is currently 37.6%.

1 Key Process The math coach will provide professional development and collaborate withteachers to implement research based instructional practices that supportthe needs of all students.

Teachers of mathematics use district provided pacing andresources. Teacher differentiate to meet individual studentsneeds.

Process Manager Ms. Melinda ThummCompletion Date Jun - 2016

Restrainers uninterrupted math blockeffective assessments

Resources professional development in math


Grade level PLTs will analyze common assessment data every other weekin order to determine the effectiveness of instruction.

1 Action Step Grade level teachers will meet with the math coach toparticipate in professional development and to plancollaboratively.


2 Action Step Grade level teachers will use structures in their mathblocks that support rigorous core instruction andre-teaching.


3 Action Step Grade level teachers will collaboratively plan for coreinstruction, re-teaching, and interventions.




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School Goal By 2016, students will have a 10 percentage point increasein literacy from 41.6% to 51.6% as measured by EOY Mclassdata.

Goal Manager Mrs. Williams and Ms. FreemanStrategic Objective Learning and Teaching


Student proficiency in literacy is currently 41.6%

1 Key Process Teachers and the literacy coach will create procedures for collecting andtracking student data and growth to make informed decisions aboutinstruction. Students will participate in writing instruction on a daily basisand student performance will be monitored through rubrics and/orwork samples.

Process Manager Mrs. Ninethia Hood-RouseCompletion Date Jun - 2016

Restrainers timeeffective assessments

Resources professional development in effective literacy strategies


The literacy coach will conduct literacy walkthroughs a minimum of once amonth to measure the implementation of core literacy instruction. Students will participate in writing instruction on a daily basisand student performance will be monitored through rubrics and/orwork samples.

1 Action Step Professional Development on how to collect literacydata (anecdotal notes/ running records).


2 Action Step Professional Development on how to analyze andinterpret data to drive instruction.




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School Goal By 2016, students will have a 10 percentage point increasein science from 40.7% to 50.7% as measured by CMAPP unitassessments.

Goal Manager Mrs. Johneka Williams and Ms. Ruthann FreemanStrategic Objective Learning and Teaching


Student proficiency in science is cirrently 40.7%

1 Key Process MI team and classroom teachers will collaborate to create a co-teachingmodel to differentiate instruction and integrate the arts and the corescience curriculum.

Science is going to be assessed by formative assessments,summative assessments and teacher made assessments.

Process Manager Mr. Greg RuthenyCompletion Date Jun - 2016

Restrainers timefunds for ample supply of science materialseffective assessments

Resources science resourcesprofessional development in co-teaching


Teachers will provide evidence of the integration of science and the artsintegration by giving students the opportunities to demonstrate theirknowledge through project based assessment in order to determine theeffectiveness of the co teaching model.

Science is going to be assessed by formative assessments,summative assessments and teacher made assessments.

1 Action Step Administrators will provide Professional Developmentfrom the Arts Integration Consultant.


2 Action Step Administrators will determine a time and a methodfor MI and classroom teachers to collaborate.


3 Action Step Administrations will find professional development onthe most effective co-teaching model.



Waiver RequestSchool: Bugg ESPlan Year 2014-2016

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Date Apr - 2014Waiver RequestedNAHow will this waiver impact school improvement?NAPlease indicate the type of waiver: LocalPlease indicate the policy to be waived NA


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

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Development Activities for Topic: Participants: Goal Supported: Supporting Data:Literacy All certified Staff By 2016, student proficiency will be 80% in

math and 75% in reading as measured byK-5 end of year assessment.

Literacy scores willincrease to 75%

Math Certified staff By 2016, student proficiency will be 80% inmath and 75% in reading as measured byK-5 end of year assessment.

Math scores will increaseto 80%

VerticalAlignment

Certified staff By 2016, as measured by the TWC surveyand a parent survey, there will be anincrease from 64% to 80% that believe thatBugg ES has an atmosphere of trust.

The TWC will indicatedthat 80% of people feelthat Bugg creates anatmosphere of trust.


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

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Development Activities for Topic: Participants: Goal Supported: Supporting Data:LiteracyInstruction/assessment

All Certified Staff By 2016, students will have a10 percentage point increasein literacy from 41.6% to51.6%.

Currently, studentproficiency in literacy is41.6%.

Math Instruction/assessment all certified staff By 2016, student proficiencyin math will increase by 10percentage point from 37.6%to 47.6%.

Student proficiency inmath is currently 37.6%.

Positive behavior supportimplementation

All Staff By 2016, As it relates to theimplementation of PBIS in ourschool, office referrals willdecrease by 25%.

The number of studentreferrals have increasedover the past two years.

Effective Co-Teaching All Certified Staff By 2016, students will have a10 percentage point increasein science from 40.7% to50.7%.

MI team and classroomteachers will collaborateto create a co-teachingmodel to differentiateinstruction and integratethe arts and the corescience curriculum


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

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Reading Math Behavior

Data Decision Processfor Entry and Exit

All students K-5 are initially ranked using mCLASSassessment procedures and are ranked from highest tolowest need. 4-5 students falling in mCLASS (red) will userunning record levels determine student need. Ongoingassessment analysis will come from Report Card, EOG, Case21, and Ultra (common informative assessments).Students not achieving benchmark and/or not responding toCore Instruction will continually be assessed through TRClevels, mCLASS universal screening, and Ultra commoninformative assessments. All grade levels will use mCLASS data as the criteria toidentify which students will be in need of strategic and/ orintensive intervention support. Students in all gradesscoring (red) in 2 of 4 areas will be identified for interventionsupport. Collaboration meetings (monthly) and PLT meetings (weekly)serve as time for intervention teachers and classroomteachers to identify students new to the school or studentsstruggling later in the year to be identified. We will re-examine assessment data quarterly to determinebest services for identified students. The data criteria used throughout the school year will includePower schools Grade book, progress monitoring, commonassessments and anecdotal records. All data criteria willhelp determine student growth and/ or areas of need. Alldata criteria will be ongoing throughout the school year. All data will be collected and assessed by classroomteachers in grade level PLT. Case 21 and Ultra (commoninformative assessment) data will be used and displayed onconference room data wall.The instructional coaches will collect, manage, and maintainschool data. Intervention, Special Education, ESL, and classroomteachers will use current data/ assessment results andcollaborate monthly to determine entrance and exitstrategies for identified students. The process for gradual release back into core instructionwill be determined by all stakeholders and will be dependenton Progress Monitoring data and student benchmark level. The Tier III team will assist in identifying students forstrategic or intensive interventions and/or appropriateeducational placement.

All grades will use a multiple criteria point system toconsolidate data and determine the students with highestneed. Kindergarten students are ranked using KIA (KindergartenInitial Assessment) data. 1-2 students are initially ranked using Report Card andMath Summative Assessment results. 3-5 students are initially ranked using Report Card, Case21, and Test Generator assessment results. Collaboration meetings (monthly) and PLT meetings(weekly) serve as time for classroom teachers to identifystudents new to the school or students struggling later inthe year to be identified. All assessment data will be re-examined quarterly toensure best services for identified students. The data criteria used throughout the school year willinclude Power schools Grade book, progress monitoring,common assessments and anecdotal records. All datacriteria will help determine student growth and/or areas ofneed. All data criteria will be ongoing throughout theschool year. All data will be collected and assessed by classroomteachers in grade level PLT. Case 21 and Ultra (commoninformative assessment) data will be used and displayed onconference room data wall.The instructional coaches will collect, manage, andmaintain school data. Intervention, Special Education, and ESL teachers will beused as a resource to aid in analyzing ongoing data.Classroom teachers will use current data/ assessmentresults to determine small group strategic and intensiveinterventions within the core classroom setting as well asentrance and exit strategies for identified students. The Tier III team will assist in identifying students forstrategic or intensive interventions and/or appropriateeducational placement.

All students K-5 use Bugg’s Character Trait behaviorrecording system within their individual classrooms. Thissystem is part of our PBIS system plan. All grades K-5have established monthly ”trait goals” which are set andrewarded within each classroom. These monthly “traitgoals” are also reinforced throughout the hallways andschool environment. All teachers have the power toreinforce the chosen behavior at any time and in anylocation of the school. All teachers have established a “clip” system todetermine any child who may not be meetingexpectations. This system allows the child to makenecessary corrections on their own before the parents arecalled to intervene. Behavior contracts are also used byindividual teachers when modification is needed. We have established an overall governing motto (schoolexpectations): Check your head, check your heart, checkyour hands, check your heels. Hallway and classroomposters are visible in these areas to help reinforce a “selfchecking” behavior mentality. If children do not respond to this PBIS system, eachteacher has established a warning system to allow thechild to be removed from group to a safe seat area. If thesafe seat does not produce the intended results, then theteacher has the discretion to remove the child to anestablished “buddy class”. The buddy class is a place forthe child to retreat in order to de-escalate and reflect onhis/her behavior. A system of recording minor and major behavior incidentshas been established to record all behaviors detrimentalto the child, peers, or the environment. Thisdocumentation is used to inform parents and to establisha plan for any consequence that may be taken. At any time in the behavior process, the schooladministration can intervene to involve the parents orinitiate a series of consequences appropriate to thenegative behavior. Tier III (formally RTI) also serves as a sounding board towork directly with home and school to eliminate negativebehaviors. The PBIS team works directly with county resources toestablish and maintain behavior goals.



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InterventionStructure

The intervention structure to deliver services to childrenfalling below grade level will be a combination of push-in(station teaching), co-teaching, or pull-out when determinedby grade level teams, intervention team, andadministration. Classroom teachers along with theintervention team will work together to serve at risk studentsduring the school hour literacy block. The interventionstructure will address fundamental skills intertwined withcore concepts/ vocabulary to produce a more cohesiveapproach between core and intervention programs. The frequency and duration of interventions will vary asdetermined by individual data. Strategic interventions canlast from 10-15 minutes 2-5 days per week. Intensiveinterventions will be conducted in 30 minute intervals 5 daysper week. Special education frequency and duration will bedirectly dictated by individual IEP’s (Individualized EducationPlans).

The intervention structure to deliver services to childrenfalling below grade level will be a combination of push-in(station teaching) and/or co-teaching within the regularclassroom. The intervention structure will addressfundamental skills intertwined with core concepts/vocabulary to produce a more cohesive approach betweencore and intervention programs. The frequency and duration of interventions will vary asdetermined by individual classroom data. Strategicinterventions can last from 10-15 minutes 2-5 days perweek. Intensive interventions will be conducted in 30minute intervals 5 days per week.

All teachers have established a “clip” system to determineany child who may not be meeting expectations. Thissystem allows the child to make necessary corrections ontheir own before the parents are called to intervene. Teachers and parents work closely together to modifybehavior that is detrimental to the learning environment. A system of recording minor and major behavior incidentshas been established to record all behaviors detrimentalto the child, peers, or the environment. Thisdocumentation is used to inform parents and to establisha plan for any consequence that may be taken.

Instruction

The intervention team and classroom teachers will worktogether to discuss and plan an appropriatecore/intervention program. Station teaching will allow bothprofessionals to collaborate, plan, and execute a blendedinstructional program. Weekly PLT planning time will beprovided during school hours for grade level/interventioncollaboration and data analysis. The instructional lesson format will follow closely with theregular classroom teacher’s data driven lesson plans andprocedures. The intensity and frequency will be directly tiedto a collection/variety of assessment data. Students will be grouped by like abilities, skills, andindividual needs. The lesson plan format will follow the NextSTEPS model of“I do, we do, you do” as well as direct instruction.

The classroom teachers will work together to discuss andplan an appropriate core/intervention program. Stationteaching will allow time to execute a blended instructionalprogram. Station teaching will utilize best researchpractices including concept building with manipulatives,math talk student leaders, and cooperative learningstructures. Weekly PLT planning time will be provided during schoolhours for grade level/intervention collaboration and dataanalysis. The intervention lesson format will follow the regularclassroom teacher’s data driven lesson plans andprocedures. The intensity and frequency will be directlytied to a collection/variety of classroom assessment data. All decisions made to the classroom intervention programwill be directly tied to data results.

All behavioral modification systems are runningconcurrently with each other and are ongoing throughoutthe school year. Behavior management is discussed weekly in grade levelPLT and with administration as needed.



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Assessment andProgress Monitoring

Assessment will guide student responsiveness tointerventions. Quarterly Ultra (common informativeassessments) and Case 21 assessments will be administeredand analyzed to determine student responsiveness tocurrent interventions. Weekly and monthly “ProgressMonitoring” and informative assessments will beadministered to guide core/intervention blended instructionboth strategic and intensive.Progress monitoring will be administered by a combination ofclassroom teacher and intervention specialists. Progressmonitoring will be delivered through the county mCLASSassessment data collection system. Great Leaps, diggingdeeper, teacher observation, anecdotal notes and teacherdriven informal assessments will also guide the progressmonitoring process.Students not progressing through the progress monitoringprocess will be discussed at (weekly) grade level PLT Kid Talksessions and will be evaluated and/ or placed into analternative intervention plan. Frequency, duration, and intensity of intervention willdirectly be tied to weekly progress monitoring results.

Number Knowledge test, Formative assessments, Quarterlyassessments, and/ or Case 21 assessments will be used todetermine student needs. All K-5 students will be rankedfrom lowest to highest need (BOY) according to countyranking sheets and data point system. Ranking forms willbe updated monthly to identify any student falling belowbenchmark. Grades 2-5 will use the Case 21 assessments 3 times peryear according to county schedule. All grades use practicetests(C-MAPP) as well as a variety of formative assessments toguide the progress monitoring process. Classroom teacher progress monitoring and interventionswill be done with any student not meeting quarterlybenchmarks or scoring 1 or 2 on report card.

A system of recording minor and major behavior incidentshas been established to record all behaviors detrimentalto the child, peers, or the environment. Thisdocumentation is used to inform parents and to establisha plan for any consequence that may be taken.The school data manager maintains all records ofminor/major behavior incidents. The PBIS team andadministration analyze data quarterly to search for trendsand establish needed interventions.Students are exited out of behavior contracts once initialproblem has been corrected. Strategic and/or intensivemodifications are dependent on the severity of infractionsand are monitored weekly to assure improvement.

Curriculum/Resources

Evidence based resources and materials will be used tosupport ongoing interventions. These resources includeleveled books both fiction/ non-fiction, Benchmark EarlyConnection, Letterland intervention, Next STEP to literacy,Great Leaps, MCLASS support tools such as “mCLASS/nowwhat”, small group advisor, “I’ve dibbled, now what?”

Evidence based resources and materials will be used tosupport ongoing core classroom interventions. Theseresources include Number Worlds, Math Expressions, mathmanipulatives, C-MAPP, SMART board math manipulativesand activities, calculators, and the Study Island assessmentsite.

We adhere to the county adopted PBIS behavioralmanagement system.The school Guidance Counselor works closely withteachers and administration on whole school issues aswell as on an individual basis.



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Data Decision Processfor Entry and Exit

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

All students K-5 are initially ranked using mCLASS assessment proceduresand are ranked from highest to lowest need. 4-5 students falling in mCLASS(red) will use TRC levels and/or digging deeper assessments to determinestudent need. Ongoing assessment analysis will come from Report Card, EOG,Case 21, and common informative assessments.

What is the threshold at which students will enter and/or exit strategicand/or intensive interventions for academics or behavior?

All grade levels will use mCLASS data as the criteria to identify whichstudents will be in need of strategic and/ or intensive intervention support.Students in all grades scoring red as a compositite score will be identified forintervention support.

What frequency, structures, and processes will be utilized to identify studentsexhibiting a need for academic or behavior intervention throughout the year?

Collaboration meetings (monthly) and PLT meetings (weekly) serve as timefor intervention teachers and classroom teachers to identify students new tothe school or students struggling later in the year to be identified. We willre-examine assessment data quarterly to determine best services foridentified students.

How will your team determine the effectiveness of this plan, as evidenced byat least &0% of served students responding to interventions based on rate onimprovement and/or transitioning towards Core benchmarks? The data criteria used throughout the school year will include Power schoolsGrade book, progress monitoring, common assessments and anecdotalrecords. All data criteria will help determine student growth and/ or areas ofneed. All data criteria will be ongoing throughout the school year and will bediscussed at weekly PLT.

What data will be used to determine the criteria to identify the students whoare not achieving at benchmark or meeting universal behavior expectations?

All grades will use a multiple criteria point system to consolidate data anddetermine the students with highest need. Kindergarten students are rankedusing KEA (Kindergarten Entry Assessment) data. Grades 1-2 students areinitially ranked using Report Card and Math Summative Assessment results.Grades 3-5 students are initially ranked using Report Card, Case 21, and EOG. Ranking forms will be updated monthly to identify any student falling belowbenchmark. Grades 2-5 will use the Case 21 assessments 3 times per yearaccording to county schedule. All grades use practice tests (C-MAPP) as well asa variety of formative assessments to monitor progress. Classroom teacherprogress monitoring and interventions will be done with any student notmeeting quarterly benchmarks or scoring 1 or 2 on report card.

What is the threshold at which students will enter and/or exit strategic and/orintensive interventions for academics or behavior?

According to before mentioned assessments, all students will remain inintervention during team time/impact time. The instructional focus will varybased on the needs of the students as determined by the monthly collaborativediscussion. The math coach will work with classroom teachers to assist indetermining the skill deficits.

What frequency structures, and processes will be utilized to identify studentsexhibiting a need for academic or behavior intervention throughout the year?

The data criteria used throughout the school year will include Power schoolsGrade book, progress monitoring, common assessments and anecdotal records.All data criteria will help determine student growth and/or areas of need. Alldata criteria will be ongoing throughout the school year. All data will becollected and assessed by classroom teachers in grade level PLT. Case 21 andUltra (common informative assessment) data will be used and displayed onconference room data wall.The instructional coaches will collect, manage, andmaintain school data. Intervention, Special Education, and ESL teachers will beused as a resource to aid in analyzing ongoing data. Classroom teachers willuse current data/ assessment results to determine small group strategic andintensive interventions within the core classroom setting as well as entranceand exit strategies for identified students. The Intervention team will assist inidentifying students for strategic or intensive interventions and/or appropriateeducational placement. How will your team determine the effectiveness of this plan, as evidenced by atleast 70% of served students responding to interventions based on the rate ofimprovement and/or transitioning towards Core benchmarks?

70% of students involved in intervention will score a level 3 on unitassessment.

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

EASI, Dojo, Tier II and Tier III, Check in Check out BIPS, FBA

What is the threshold at which students will enter and/or exitstrategic and/or intensive interventions for academics orbehavior?

Threshold: # of majors and minorsWhat frequency, structures, and processes will be utilized toidentify students exhibiting a need for academic or behaviorintervention throughout the year?

PBIS- team, Dojo-class, Administrators ,SSS will notify stafffor next steps implementation.



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Intervention Structure

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

Ongoing assessment analysis will come from Report Card, EOG, Case 21,and common informative assessments.

How does your master schedule allow for delivery of strategic and intensiveintervention in addition to core? The intervention structure to deliver services to children falling below gradelevel will be a combination of push-in (station teaching), co-teaching, orpull-out when determined by grade level teams, intervention team, andadministration. Classroom teachers along with the intervention team willwork together to serve at risk students during the school hour literacy block.Additionally, IMPACT time built into the master schedule will be used toserve at risk students . The intervention structure will address fundamentalskills intertwined with core concepts/ vocabulary to produce a more cohesiveapproach between core and intervention programs.

What will be the strategic and intensive structures for delivering services tostudents who are not meeting benchmark or universal behavior expectations?

The intervention structure to deliver services to children falling below gradelevel will be a combination of push-in (station teaching) and/or co-teachingwithin the regular classroom during the last 30 minutes of the 90 minute mathblock. The intervention structure will address fundamental skills intertwinedwith core concepts/ vocabulary to produce a more cohesive approach betweencore and intervention programs. The frequency and duration of interventionswill vary as determined by individual classroom data. Strategic interventionscan last from 10-15 minutes 2-5 days per week. Intensive interventions will beconducted in 30 minute intervals during impact time 5 days per week.Strategic and intensive interventions will be a hybrid approach. What does your master schedule allow for delivery of strategic and intensiveintervention in addition to core?

During the 90 minute math core block 30 minutes will be dedicated forstrategic math instruction. Impact time is scheduled daily for intensiveintervention.

What will be the structure for delivering services to studentsbelow grade level? (after school, before school, throughoutthe school day with pullout, station teaching (formerly knownas push-in), co-teaching, etc.)Tier II and Tier III, Check in and Check out, BIP, Dojo pointsdelivered throughout the school day.

What is the frequency and duration of the interventioninstruction within the chosen delivery method?

Frequency and duration of the intervention instruction withinthe chosen delivery method: Will review data to determinethe structure and services needed.

Instruction

What structures are in place to ensure that instructional decisions andplanning are aligned to core?

The intervention team and classroom teachers will work together to discussand plan an appropriate core/intervention program. Station teaching willallow both professionals to collaborate, plan, and execute a blendedinstructional program. Weekly PLT planning time will be provided duringschool hours for grade level/intervention collaboration and data analysis.

What is the intervention lesson format (s) for academic or behavior?

The instructional lesson format will follow closely with the regular classroomteacher’sdata driven lesson plans and procedures.The intensity and frequency will bedirectlytied to a collection/variety of assessmentdata.

How will you know the interventions have been implemented with fidelity?Who will ensure fidelity?

Classroom teachers as well as administration will ensure fidelity.

What structures are in place to ensure that instructional decisions and planningare aligned to core?

The classroom teachers will work together during PLT and collaborativeplanning time to discuss and plan an appropriate core/intervention program.Station teaching will allow time to execute a blended instructional program.Station teaching will utilize best research practices including concept buildingwith manipulatives, math talk, student leaders, and cooperative learningstructures. Weekly PLT planning time will be provided during school hours forgrade level/intervention collaboration and data analysis.

Kindergarten teachers will administer assessing math concepts as outlined bywcpss flowchart for monitoring progress.

What is the intervention lesson format(s) for academic or behavior?

The intervention lesson format will follow the regular classroom teacher’s datadriven lesson plans and procedures. The intensity and frequency will be directlytied to a collection/variety of classroom assessment data. All decisions made tothe classroom intervention program will be directly tied to data results.

Kindergarten teachers will follow lessons from assessing math concepts.

How will you know the interventions have been implemented with fidelity? Whowill ensure fidelity?

The intervention team, grade level chairs, and/or administration will conductfidelity checks during impact time.

What structures are in place to ensure that instructionaldecisions and planning are not in isolation? (collaboration,PLTs, consultation, maximum number of students served ineach setting)Kid talk, PLT’s, Dojo parent access, PBIS meetings, Staffmeetings (for group data),

What is the intervention lesson format(s)?

PBIS lesson plans on google drive.



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Assessment andProgress Monitoring

What data will be used to assess the students' responsiveness tointervention? mClass, Progress Monitoring, Informal Running Record/TRC, Formativeassessments, Unit assessments, and/or Quarterly assessments will be usedto determine student needs.

How does the data guide your instruction?

The data will determine the focus in the literacy stations, direct instruction,small instruction as well as well as during the daily 30 minute impact time.

How often will you progress monitor?Students with a "red" composite score due to 2 or more red mCLASSmeasures (Accuracy, Fluency, Retell, Daze) are progress monitored at leastevery 10 days. Students with a "yellow" composite score, due to 2 or morered mCLASS measures (Accuracy, Fluency, Retell, Daze), are progressmonitored at least every 20 days. The person implementing the mostintensive and strategic intervention will complete progress monitoring inmCLASS(using Dibels Next measures). A student should be progressmonitored by one intervention provider(using the same Dibels Nextmeasure). The general education teacher will continue to document thestudent’s progress using pencil/paper informal running records within theinstructional routines and practices of the classroom (i.e., guided reading,conferences). The teacher will continue to progress monitor in mCLASSbased on the students’ most recent instructional level. What is the process for analyzing the data and making data-baseddecisions?

Collaborative conversations will be conducted by the intervention teams,PLTs, and data committee to discuss student progress and consideradjustments of interventions.

What data will be used to assess the student's responsiveness to intervention?

Number Knowledge test, Assessing Math Concepts, Formative assessments,Unit assessments, and/or Quarterly assessments will be used to determinestudent needs.

How does data guide your instruction?

The data will guide the instructional focus during the last 30 minutes of the 90minute math block as well as during the daily 30 minute impact time.

How often will you monitor progress?

Progress will be monitored daily through informal assessments during 30minutes of the 90 minute math block as well as impact time.

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

Collaborative conversations will be conducted by the intervention teams, PLTs,and data committee to discuss student progress and consider adjustments ofinterventions.

What data will be used to assess the student’sresponsiveness to intervention?

Tier II,Tier III, EASI data for referrals, Class dojo, Check in andCheck outHow does the assessment data guide your instruction?(frequency of assessment, types of assessments)student response to intervention assessed through the data,monitoring every 6 weeks, changes as needed, grouping foraccommodations-as needed.

Curriculum/Resources

What evidence based materials and resources will be used to support theacademic or behavior strategic intervention? • Cmapp• mClass • Letterland• Blackboard site• Edmodo

What evidence based materials and resources will be used to support theacademic or behavior strategic and/ or intensive interventions?

• Cmapp• Assessing Math Concepts • Number Worlds • Blackboard site- Easi tier II and III

What evidence based materials and resources will be usedto support the intervention?

Check in and Check out, BIPS, PBIS, Class Dojo,

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