Intervention

ELEMENTARY INTERVENTION PLAN 

  Movement within Levels and Tiers

•Interventions always involve instruction and are based on data.

•The instruction will be at least four days a week for a minimum of 20 minutes

•Program fidelity has to be met and student performance has to show improvement towards set goals before movement is considered

•There will be three data point checks before any change to an intervention or a progress monitoring

•At least 5 data points are required before moving is considered between tiers (that will give three checkpoints per year)

•The students maintaining progress after eight weeks will be progress monitored every two weeks

•Students who are not maintaining progress after eight weeks will be reevaluated or adjustments will be made to reach the needs of those students by the RTI team and staff person doing the implementation of the intervention

Universal Screen

•Acadience

Diagnostic screening

•Core phonic survey

•PASI:  Phonemic Awareness Screener for Intervention

•PSI:  Phonics Screener for Intervention

•MAP diagnostic and mastery checks

Interventions

•95% Group: Evidence-Based Instructional Practice to Improve Reading Achievement

•Heggerty: Phonemic Awareness Curriculum 

•Six Minute Solutions: fluency (primary and intermediate)

•Early Reading Tutor: Phonemic awareness/alphabetical principle

•Corrective Reading: fluency, decoding strategies, comprehension

•Sound Partners: phonics/fluency/phonemic awareness

•Read Naturally: fluency/comprehension/word families

•EIR: phonemic awareness

•Teacher instruction: during WIN time, based on student data

•Moby Max: Math fact fluency

•IXL: Reading, Math, Social Studies, Science diagnostic and practice

Elementary Intervention Plan Tier 1

What all students get in every classroom on campus with teacher support.

•A screening process for K-6 students will be used to establish students meeting benchmark and it will be given three times a year.  Students are identified using pre-set benchmark scores

•Data will be collected throughout the year.  Teachers will meet on a monthly basis to discuss student growth and groupings.

•All students will receive scientifically researched based Core Curriculum instruction for 90 minutes

•Grouping/ Leveling of students will be determined by using 3 data points (Acadience, MAP, NSCAS,  Teacher informal and formal assessment)

•All students have to establish that the essential skills required for benchmark are being met before moving to the next level of instruction

•Students who are at risk will be progress monitored weekly.  If the student is above the benchmark for three straight data points from progress monitoring student will be considered at benchmark

Elementary Intervention Plan Tier 2

Small, targeted group interventions supplemental to core curriculum.

•The students who perform significantly lower in performance than peers, based on data

•The intervention sessions will be at least 20 minutes in length

•The interventions will be in addition to the Core Curriculum, during WIN time

•Interventions will be fewer than 5 students, delivered by a para or teacher.

•Weekly progress monitoring will be conducted and data chart

Elementary Intervention Plan Tier 3

Intense intervention, delivered by a certified person, outside of the general education classroom.

•The intervention sessions are at least 30 minutes in length

•The interventions are in addition to the core curriculum and provided by a certified teacher

•Interventions are on a one-to-one or small group student ratio

•Weekly progress monitoring will be conducted and data charted

•Reliability and fidelity checks will be conducted on the intervention by the RTI team and interventionist

•The student’s response to the interventions will determine if the student will be referred for special education

SECONDARY INTERVENTION PLAN 

  Movement within Levels and Tiers

SECONDARY TIER 1 DECISION RULES

ALL students will be in the regular classroom (unless the student has an IEP or EL plan that has an individual specific plan created by that students team.)

Universal Screening:

• The NWEA MAP will be used as our universal screener(s) to screen all students.

• It will be given 3 times/year.

• New students will be given the NWEA MAP within two days of registering of the date they move in.  If they have NWEA MAP scores from their previous district, those scores will be used.  This will be done prior to the student registering for classes.

Placement/Interventions:

• (ALL) Students who score at grade level on NWEA MAP will be placed in core instruction.

Parent Engagement:

• At the beginning of the school year, a letter will go home to parents explaining Gibbon’s MTSS process.  The letter will include the following items:

  • Every student is part of Tier I interventions

  • Everyone in Tier I is tested

  • Resources will be provided for parents to obtain more information

  • A description of all three Tiers in the MTSS process

  • MTSS is a “support system” for their child

• An MTSS:  Multi-Tiered System of Supports Flyer will be sent to all parents in the Back To School Newsletter.  It will also be accessible on the school website.

• Parents will receive NWEA MAP scores with student progress reports 3 times each year through the mail or at parent-teacher conferences.  

• Teachers will follow a set of guidelines in order to educate parents about their child’s scores during parent-teacher conferences.

SECONDAY TIER II DECISION RULES: 

1-3 years below grade level

Placement/Interventions:

• Reading

  • Any secondary student who consistently places them below the 45th percentile level or below in reading will be placed in a reading intervention program such as Ilit at least 3 times/week as a Tier II intervention.

  • Student’s trend has been consistently declining so that it is under the 45th percentile 

  • Intervention programs include: Ilit

  • HAL-who consistently places them above the 85th percentile

Intervention programs include:

• Language/Writing

  • Any secondary student who consistently places them below 45th percentile level or below in language/writing will be placed in a language/writing intervention program such as Ilit at least 3 times/week as a Tier II intervention.

  • Student’s trend has been consistently declining so that it is under the 45th percentile 

  • Intervention programs include:  Rosetta Stone, Language for Writing, and Rewards Writing

  • HAL-who consistently places them above the 85th percentile

Intervention programs include:

• Math

  • Any secondary student who consistently places them below 45th percentile level or below in math will be placed in a math intervention program such as Ilit at least 3 times/week as a Tier II intervention.

  • Student’s trend has been consistently declining so that it is under the 45th percentile 

  • Intervention programs include: Xtra Math, Standards/Skills-specific Teaching

  • HAL-who consistently places them above the 85th percentile

Intervention programs include:

Progress Monitoring: (see Miller’s Summary Sheet)

• The NWEA Map assessment will be used to monitor the progress of each student receiving Tier II interventions.

• It will be given every four weeks by assigned intervention staff.

• The data will be reviewed at monthly data meetings to adjust instruction as needed. 

• After a student is dismissed from an intervention, they’ll continue to be Progress Monitored by assigned staff.  If they get 3 out of 4 data points at or above grade level on MAP, we’ll discontinue Progress Monitoring. These 3 data points may come from progress monitoring scores and/or benchmark scores.  If a student scores below grade level twice on any of the 4 assessments, they’ll be placed back into the interventions.

• HAL- re-test on a yearly basis to verify they still qualify - Need to create a specific HAL decision rule document. 

  • Could use any Map score throughout the year to qualify.

Intervention Effectiveness (data points may come from progress monitoring scores and/or benchmark scores): Also using their Individual Summary Data Document (Need to create).  This document will include: Grades, Attendance, Effort, Attitude, Assertiveness, Organization Skills.

• If 3 of 4 data points are at or above grade level on MAP, dismiss from progress monitoring and return to core instruction.  

• If 3 of 4 data points are at or above the aimline, continue progress monitoring and tier II interventions.

• If they have 2 consecutive data points below the aimline, administer a diagnostic to determine appropriate tier III placement.  If diagnostic indicates they’re 1 grade level below, stay in tier II interventions.  If diagnostic indicates they’re 2 or more grade levels below, they’ll begin tier 3 interventions.

• Any transitions will occur at quarter and will be based on Individual Summary Data Document.

Parent Engagement:

• Parents will be notified when a student begins a Tier II Intervention.  Administration will notify parents through a phone call, letter or email.

• Parents will also be notified when a student is moved from a Tier II Intervention via phone call, letter, or email.

• Progress Monitoring Charts will be distributed at Parent-Teacher Conferences as needed.

SECONDARY TIER III DECISION RULES: 

Student must be three or more years below grade level

Diagnostic:

• Any student that scores 2 or more grade levels below in any subject area will be given a diagnostic assessment.  The results will determine appropriate program placement.

  • Reading diagnostics include: DAR 2, DIBELS Deep, and/or GORT-IV.

  • Language diagnostics include: Test of Written Language (TOWL-4), Test of Adolescent Language (TOAL-4), Clinical Evaluation of Language Fundamentals (CELF-5) - Screening Test

  • Math diagnostics include: 

Placement/Interventions:

• Reading

  • Any student that scores 2 or more grade levels below in reading will receive tier III interventions with Reading Plus, Rewards, Corrective Reading Decoding, and/or Corrective Reading Comprehension.

  • HAL-who consistently places them above the 95th percentile

Intervention programs include:

• Language

  • Intervention programs include:  Rosetta Stone, Language for Writing, and Rewards Writing

  • HAL-who consistently places them above the 95th percentile

Intervention programs include:

• Math

  • All students that score 2 or more grade levels below in math will receive small group instructional support as a tier 3 intervention.

  • HAL-who consistently places them above the 95th percentile

Intervention programs include:

• HAL-Other areas such as Science, Art or Music?

Intervention programs include:

Progress Monitoring:

• The NWEA Map assessment will be used to monitor the progress of each student in an intervention class.

• It will be given every four weeks by assigned intervention staff..

• The data will be reviewed at monthly data meetings to adjust instruction as needed. 

• After a student is dismissed from an intervention, they’ll continue to be PM by assigned staff.  If they get 3 out of 4 data points at or above grade level on Map, we’ll discontinue tier III interventions but continue progress monitoring.  These 3 data points may come from progress monitoring scores and/or benchmark scores.  If a student scores below grade level twice on any of the 4 assessments, they’ll be placed back into the interventions.

• HAL- re-test on a yearly basis to verify they still qualify

Intervention Effectiveness (data points may come from progress monitoring scores and/or benchmark scores): Also using their Individual Summary Data Document (Need to create).  This document will include: Grades, Attendance, Effort, Attitude, Assertiveness, Organization Skills

• If 3 of 4 data points are at or above grade level, dismiss from progress monitoring and return to core instruction.

• If 3 of 4 data points are between 1 grade level below and grade level, continue progress monitoring and move to Tier II interventions.

• If 3 of 4 data points are between 1 and 2 grade levels below, continue progress monitoring & tier III interventions.

• If 3 of 4 data points are 2 or more grade levels below, refer for a special education evaluation.

• Other factors: attendance, effort, attitude, assertiveness, organizational skills

Parent Engagement:

• Parents will be notified when a student begins a Tier III Intervention.  Administration and/or designee will notify parents through a phone call, letter, or email.

• Parents will also be notified when a student is dismissed from a Tier III Intervention via phone call, letter, or email.

• Parents will be notified if a student is referred for a Special Education Evaluation by the SPED team.  

Intentions: Students will...

• be taught the standards at their individualized instructional level in a Tier III setting

• Could receive both Tier II and Tier III services in LA and Math as needed based on individual need.

• The MTSS, SpEd or EL case manager, parents and student will discuss what is in the best interest of the student on a yearly basis.