Week+3+The+Intervention

 The Intervention

Instructional goal:
All students will achieve a minimum of 75% on benchmark assessments measuring progress toward achievement of VSC standards in order to achieve proficiency on the reading, mathematics, and science MSA.

Intervention Summary:
 >    
 * The root cause
 * Many teachers do not have a working knowledge of the standards, and therefore the written, taught and tested curriculum is not aligned or teachers do not fully understand the alignment between and best practices related to the written, taught, and tested curriculum.
 * The school is not using formative and summative assessments on a regular basis to monitor student progress and to inform instruction.
 * There is a lack of high expectations for all students.
 * // Strategies or interventions that will help solve the problem to achieve the instructional // // goal //
 * Administer benchmark assessments for each unit and quarterly. (Quarterly benchmarks are school wide, where unit assessments are administered at the pace appropriate for each PLC.)
 * Use Scantron's //Achievement Series// to link assessment questions to specific standards, and to track individual student mastery of standards.
 * Continue operating as Professional Learning Communities to make data-based instructional decisions.
 * <span style="font-style: normal; font-family: Arial,Helvetica,sans-serif;">Staff implementing the strategy
 * <span style="font-style: normal; font-family: Arial,Helvetica,sans-serif;">Department chairs, instructional coaches, teachers and administrators will all be engaged.
 * <span style="font-style: normal; font-family: Arial,Helvetica,sans-serif;">// Resources/funding are necessary to implement this strategy //
 * <span style="font-style: normal; font-family: Arial,Helvetica,sans-serif;">// Teachers will need time to meet with their PLCs and common planning time to construct assessments, analyze data and then create instructional plans to address students’ needs. //
 * <span style="font-style: normal; font-family: Arial,Helvetica,sans-serif;">// The school will need to engage in professional development related to effective use of the //Scantron Achievement Series web-based application and scanner.
 * <span style="font-style: normal; font-family: Arial,Helvetica,sans-serif;">Professional development, including funding for how to use the scantron series, how to analyze results, how to use the data in instruction, promoting teacher-to-teacher walk-throughs, after school extended planning, and the purchase of books for professional learning.
 * <span style="font-style: normal; font-family: Arial,Helvetica,sans-serif;">// Flexible grouping or steps to change the school schedule //
 * <span style="font-style: normal; font-family: Arial,Helvetica,sans-serif;">// Flexible grouping will be appropriate when teachers address students’ needs after analyzing data. //
 * <span style="font-style: normal; font-family: Arial,Helvetica,sans-serif;">// The daily school schedule does not need to be changed. The current schedule is set up for daily PLCs/communing planning time. //
 * <span style="font-style: normal; font-family: Arial,Helvetica,sans-serif;">// Addressing students with special needs //
 * <span style="font-style: normal; font-family: Arial,Helvetica,sans-serif;">// Students with special needs are already receiving targeted interventions (such as Read 180). //
 * <span style="font-style: normal; font-family: Arial,Helvetica,sans-serif;">// Students will receive appropriate accommodations when taking the formative and summative assessments. //
 * <span style="font-style: normal; font-family: Arial,Helvetica,sans-serif;">// Students’ needs will be addressed through flexible grouping in a cotaught model. //
 * <span style="font-style: normal; font-family: Arial,Helvetica,sans-serif;">// Revisions the schedule to accommodate that need or strategy //
 * <span style="font-style: normal; font-family: Arial,Helvetica,sans-serif;">// PLCs will work collaboratively to plan and reflect upon the efficacy of standards based lessons, including the creation and implementation of common formative assessments. //
 * <span style="font-style: normal; font-family: Arial,Helvetica,sans-serif;">// Departmental grade level PLCs meeting weekly, and interdisciplinary team PLC's meet the other 4 days //
 * <span style="font-style: normal; font-family: Arial,Helvetica,sans-serif;">// Administrators will attend weekly team meetings, and department PLCs will be assigned a mentor-leader (administrators, such as department chairs or teacher) to support assessment creation, etc. //
 * <span style="font-style: normal; font-family: Arial,Helvetica,sans-serif;">// How will you measure success? //
 * <span style="font-style: normal; font-family: Arial,Helvetica,sans-serif;">//<span style="font-size: 90%; font-style: normal; font-family: Arial,Helvetica,sans-serif;">Data, data and more data! //

__Administrative Team Minutes__
Attendance:
 * Jennifer Barton, Principal
 * Stacey Pearl, Intervention Coordinator
 * Stacy Bryan, Teacher Mentor

<span style="color: rgb(255, 0, 0);">Stacey's notes are a work in progress. She is coming back to it later! Please feel free to add, to amend, etc to what I wrote. || <span style="color: rgb(255, 0, 0);">Stacey 1. Many teachers do not have a <span style="color: rgb(0, 255, 0); font-family: 'Arial Black',Gadget,sans-serif;">working knowledge of the standards, and therefore the written, taught and tested curriculum are not aligned. 2. The school is not using <span style="color: rgb(0, 255, 0); font-family: 'Arial Black',Gadget,sans-serif;">formative and summative assessments on a regular basis to monitor student progress and to inform instruction. 3. Interventions were selected haphazardly and not implemented with fidelity. <span style="color: rgb(255, 0, 255);">Jennifer 1. Not all students are consistently provided with the accommodations they need to be successful on a daily basis. 2. Lack of <span style="color: rgb(0, 255, 0); font-family: 'Arial Black',Gadget,sans-serif;">high academic expectations because of consistent discipline problems <span style="color: rgb(0, 0, 255);"><span style="color: rgb(0, 0, 255);">Stacy <span style="color: rgb(0, 0, 255);"> || <span style="color: rgb(255, 0, 0);"> Stacey 1. & 2. Consider all staff professional development with Dr. Reeve's center. http://www.leadandlearn.com/ to align standards, instruction and assessments (Making Standards Work). <span style="color: rgb(0, 255, 0); font-family: 'Arial Black',Gadget,sans-serif;">Implement formative and summative assessments to make data driven decisions. Provide teachers with ongoing support and professional development with this process over a three year period. 3. Develop Professional Learning Communities where teachers examine student work measure achievement, progress and inform instruction. 4. Collect, organize and analyze the effectiveness of current interventions being used. Determine what's working and what not. Adjust school schedule to so intervention time is a part of the school day. Provide professional development and resources so that interventions can be implemented with fidelity. <span style="color: rgb(255, 0, 255);">Jennifer 1.make teachers aware of accommodations each student should be getting and provide the resources necessary to implement those accomodations 2. adopt and implement a school wide discipline program, provide consistency with consequences, administrators should support teachers in deiciplin matters, change the culture of the school - possibility - begin implementing a program such a s Positive Discipline(www.positivediscipline.org) which will help to change the culture of the school, help students to feel safe and respected, and help teachers to manage behaviors in positive ways which will then provide more time for instruction. <span style="color: rgb(0, 0, 255);"><span style="color: rgb(0, 0, 255);">Stacy Professional Learning <span style="color: rgb(0, 0, 255);">Implement intervention programs with fidelity. <span style="color: rgb(0, 0, 255);">Provide extended day and year reading and mathematics practice aligned with the VSC. || <span style="color: rgb(255, 0, 0);">Stacey 1. & 2. Administrators, department chairs or instructional coaches and instructional staff 3. Administrators, department chairs or instructional coaches and instructional staff. 4. Reading teachers, math teachers, and student support staff <span style="color: rgb(255, 0, 255);">Jennifer Direction should come from administrators and.or separtment chairs. Strategies need to be implemented within the classroom by the teachers on a conisistent daily basis with support from other school staff and administrators <span style="color: rgb(0, 0, 255);"> Stacy <span style="color: rgb(255, 0, 0);">Stacey 1. & 2. I have no idea how much the training and ongoing support with Doug Reeve's center costs. I will look into it. The school will need a scantron machine, if it doesn't have one. Teachers will need planning time to learn the standards and align them to instruction. Departments will need time to create, to administer, and to analyze interim assessments (every 6-8 weeks). <span style="color: rgb(0, 0, 255);">We have one; we just started a pilot of the Scantron Achievement Series, which allows teachers to select and create item banks for assessments that are aligned with state and national standards. They are really excited about having software that focuses on standards, helping them to better align assessments with those standards. It a great tool to support data based instructional decision making, which has been a huge focus for the last few years, and is what we attribute our growth to. Although we aren't making AYP, there has been steady progress in spite of an inexperienced and ever changing staff. 3. <span style="color: rgb(0, 255, 0); font-family: 'Arial Black',Gadget,sans-serif;">Teachers will need time to meet with their PLCs. <span style="color: rgb(0, 0, 255);">PLC time is built into planning. Teachers have 90 minutes of planning daily; 45 is for planning and co-planning for their courses (personal planning) and 45 is for team and departmental PLC work. We have had functioning-- although not highly functioning-- PLCs in place for five years. Again, the turn over impacts the efficacy of these types of professional learning experiences. We're constantly reinventing the wheel. In reality, we are focusing on this as a major part of our School Improvement Plan. For this project though, we can't address everything. :o) 4. We may need additional funds to purchase materials for new interventions and provide PD to those staff implementing the interventions.
 * <span style="display: block; font-size: 130%; color: rgb(0, 0, 255); font-family: 'Arial Black',Gadget,sans-serif; text-align: center;">Questions to Think About/Possible Answers <span style="color: rgb(255, 0, 0);"><span style="color: rgb(0, 0, 0); background-color: rgb(255, 255, 255);">
 * //What is the fundamental problem?//
 * 1) While teachers are familiar with the standards, they do not fully understand the <span style="color: rgb(0, 255, 0); font-family: 'Arial Black',Gadget,sans-serif;">alignment between and best practices related to the written, taught, and tested curriculum . Why?
 * 2) ** <span style="color: rgb(0, 0, 255);">50% of the staff has fewer than five years of experience, and mover 50% only hold bachelors degrees. There are 43 non-tenured teachers on the staff. Why?
 * <span style="color: rgb(0, 0, 255);">At the end of teachers' third year, after achieving tenure, many teachers apply to transfer to other schools in the county. Why?
 * <span style="color: rgb(0, 0, 255);">Teachers report that student behavior, and inconsistent consequences and support from administration, prevent them from staying long enough to become master teachers at this location. Why?
 * <span style="color: rgb(0, 0, 255);">Administrators report that teachers are not implementing classroom level management plans consistently. Why?
 * <span style="font-size: 130%; color: rgb(0, 0, 0);">//What strategies or interventions will help you to solve the problem and achieve your instructional// //goal?//
 * <span style="color: rgb(0, 0, 255);">Understanding and using the VSC for lesson development; reflecting on lessons using lesson study process.
 * <span style="color: rgb(0, 255, 0); font-family: 'Arial Black',Gadget,sans-serif;">Designing formative and summative assessments using Scantron's Achievement Series to link assessment questions to specific standards, and to track individual student mastery of standards.
 * <span style="color: rgb(0, 0, 255);">Understanding and using Universal Design for learning to ensure that curriculum/lessons are designed to reach the largest number of students.
 * <span style="color: rgb(0, 0, 255);"><span style="color: rgb(0, 255, 0); font-family: 'Arial Black',Gadget,sans-serif;">Continue operating as Professional Learning Communities creating Team Action Plans to identify individual student needs.
 * <span style="color: rgb(0, 0, 255);">Identify best practices in flexible grouping, and provide support to teachers/teams.
 * <span style="color: rgb(0, 0, 255);">Grade 6 math- Knowing Mathematics
 * <span style="color: rgb(0, 0, 255);">Grade 7 math- Navigator
 * <span style="color: rgb(0, 0, 255);">Grade 8 math- Ramp Up to Algebra
 * <span style="color: rgb(0, 0, 255);">Reading
 * <span style="color: rgb(0, 0, 255);">Scholastic Read 180
 * <span style="color: rgb(0, 0, 255);">Fast Track
 * <span style="color: rgb(0, 0, 255);">Soar to Success
 * //Who implements the strategy?//
 * 1) <span style="color: rgb(0, 0, 255);">Instructional Leadership Team, Content Area Supervisors, Department Chairs, and Identified Teacher Leaders would coordinate PD opportunities.
 * 2) <span style="color: rgb(0, 0, 255);">Interventions would be implemented by general and special education teachers. The Intervention Coach and Teacher Mentor would provide non-evaluative feedback about implementation. The Intervention Coach would lead teachers in monitoring response to interventions. The School Administration would ensure that a schedule is created to allow for interventions, and would collaborate with Central Office/HR to ensure that teachers are identified.
 * 3) <span style="color: rgb(0, 0, 255);">Teachers would provide extended day programs and would be compensated. ||
 * //What resources/funding are necessary to implement this strategy?//

<span style="color: rgb(255, 0, 255);">Jennifer - additional time in the school day or after school for staff meetings, team meetings, <span style="color: rgb(0, 255, 0); font-family: 'Arial Black',Gadget,sans-serif;">common planning time, etc. - materials and training in Positive Discipline - time to identify accomodations for students as a group and then funds to purchase items/materials/software to imple,ent the accomodations on a daily basis to help all students be successful <span style="color: rgb(0, 0, 255);">Stacy Professional Development <span style="color: rgb(0, 0, 255);">Interventions & Extended Day <span style="color: rgb(255, 0, 0);"> 1. 2. & 3. Teacher will need more planning time. This may require a major revision of the schedule. I am not sure yet. <span style="color: rgb(0, 0, 255);">I think 90 minutes daily is above average already. If anything, I'd suggest looking at additional professional learning time in the evenings, weekends, and summers. 4. The schedule may need to be revised so that students receive the interventions they need without missing core content classes. <span style="color: rgb(0, 0, 255);">Ideally, I agree with this. We could consider an extended day for students in need of interventions. We currently have two extended day programs in place, and these do include reading and math interventions. One is a reading and math MSA prep program using MSA<span style="color: rgb(0, 0, 255);"> Coach. The other is Tune Into Reading done during Century 21, a more comprehensive after school opportunity for children who are "at risk." The current numbers of students requiring intervention are so high that it is impossible with current staffing and budget restrictions to provide both the general curriculum and the interventions in two different time slots. <span style="color: rgb(0, 0, 255);">Stacy Teachers currently have one forty-five minute daily for planning and co-planning for their courses, AND one forty-five minute daily for team planning, which includes time for the following: PLC work, interdisciplinary lesson studies, team conferences with parents/students, articulation about IEPs, and periodic job-embedded professional development. These two 45 minute blocks are consecutive.
 * <span style="color: rgb(0, 0, 255);">Common planning time
 * <span style="color: rgb(0, 0, 255);">Additional funding for salaries
 * <span style="color: rgb(0, 0, 255);">Lesson study models
 * <span style="color: rgb(0, 255, 0); font-family: 'Arial Black',Gadget,sans-serif;">Scantron Achievement Series contract and scanner
 * <span style="color: rgb(0, 0, 255);">Materials-- including consumable books
 * <span style="color: rgb(0, 0, 255);">Additional funding for salaries
 * <span style="color: rgb(0, 0, 255);">Intervention Coach position ||
 * <span style="font-size: 130%; color: rgb(0, 0, 255);">//<span style="color: rgb(0, 0, 0);">Is the intervention something that can be taken care of by flexible grouping, or is it something more aggressive that would impact a major revision of the schedule? //

The current schedule contains four blocks of time. Math and Language Arts are taught in one 90 minute block each. The third block is for science and social studies, and teams work together to decide how to split that time. Most teams opted for 90 minutes of each, every other day, although sometimes they change to 45 minutes of each daily as needed. The fourth block is for Physical Education and Unified Arts, each getting 45 minutes of the 90 minute block daily. Additionally, we operate on a rotation, during one week, the first block is in the morning; the next week, those classes occur in the afternoon. This was decided by teachers, who felt it was beneficial to have alternating first and last blocks, because children are more focused in the morning.

Flexible grouping is encouraged currently, but teachers don't exactly know how to do this. The interventions suggested can be implemented in the current four block schedule. It is important to note that several of the interventions require 90 minute blocks. || <span style="color: rgb(255, 0, 255);">Jennifer identifying and implementing accomdations as needed will help students wit hspecial needs be as successful as possible in their daily work. <span style="color: rgb(0, 0, 255);"><span style="color: rgb(0, 0, 255);"> Stacy Providing intervention to all students functioning one or more years below grade level will help all students attain essential skills; planning all instruction according to the theory of Universal Design for Learning will allow for equal access and differentiation. || || <span style="color: rgb(255, 0, 0);">Stacey Grade level teachers, by department <span style="color: rgb(255, 0, 255);">Jennifer grade level partners, cross curricular teams, teachers who teach the same subject <span style="color: rgb(0, 0, 255);"><span style="color: rgb(0, 0, 255);">Stacy Co-teaching partners, departments at grade levels, interdisciplinary teams || <span style="color: rgb(255, 0, 0);">Stacey 1. 2. 3. and 4. <span style="color: rgb(0, 255, 0); font-family: 'Arial Black',Gadget,sans-serif;">Data, data and more data. Teachers will analyze the results of their interim assessments to determine what weak skills and concepts need to be reinforced or retaught. <span style="color: rgb(0, 0, 255);">Stacy I couldn't have said it better myself. ;o) ||
 * //How will your strategy or intervention address students with special needs?//
 * //Within the parameters of a regular schedule, how will you revise the schedule to accommodate that need or strategy, or will the present schedule accommodate that strategy? For example, for a math intervention, how would you divide the existing course periods or use flexible grouping to provide additional assistance in math to accomplish your goal?//
 * //Who needs to have common planning time?//
 * //How will you measure success?//

Page Created by Jennifer Barton