Appendix G - Academic Prevention and Intervention Policy

A.   Introduction and Purpose of Policy

 

This plan is a design of classroom-based intervention services to meet the instructional needs of individual students as determined by the results of diagnostic assessments that demonstrate the students might or might not be at risk for academic success. The interventions will be individualized accordingly.

 

 

    Using Assessment Data to Inform and Guide Interventions to Students

 

·   Teacher-Based-Teams will use data from state assessments (including, but not limited to EOY, AIR, KRA-R, diagnostic assessments) to inform intervention-related decisions for student progress. All assessments required under the Third Grade Reading Guarantee program (ORC 3313.608) will also be used to make academic decisions.  The Third Grade Reading Guarantee is outlined in section D.

·   Aimsweb, NWEA andProgress Learning benchmarks will also be used by TBTs to inform intervention- related decisions.

·       Teacher-Based Teams will continue to use formative and summative classroom assessment data drawn from the curriculum as well as TBT developed to inform decisions and goals for student progress.

·   Kindergarten will use KRA and AIMSweb+ to identify students who are at risk according to the Ohio Department of Education’s definition of “off track”.

·   KRA and Aimsweb+ will be given to students in the fall; 3rd grade OST Reading assessments will be completed by the last week of October and by the required State Testing Schedule; State tests will be given to all repeating sophomore, junior and senior students who have not successfully met the graduation requirements for state testing during prior attempts.  NWEA will be taken by all students in third through eleventh grades by the end of September and within 30 days of enrollment for all new enrollees thereafter.  Benchmark testing for NWEA,Progress Learning and Aimsweb will also be conducted midyear.  All K-2 students will be assessed using Aimsweb+ and all 3rd grade students will be assessed using MAP/NWEA in September. State assessments for third through high school will be conducted during state mandated testing periods in spring.  NWEA performance assessments will be conducted with students third through eleventh grades in May.

 

B.   Format and Context of Intervention at Ohio Virtual Academy

 

The practices established in Ohio Virtual Academy’s Response to Intervention (RTI) model will be the method by which instructional interventions will be delivered at the school. Core principles of the OHVA’s RTI model include:

 

Interventions established in the school’s intervention policy acknowledge that everyone who has an impact on a student’s educational outcome is responsible for the implementation of the policy. This includes, but is not limited to school administrators, classroom and special education teachers, supplemental instructors and specialists, support staff, related service providers and targeted assistance team members.

 

Interventions will be monitored by use of the school’s progress monitoring tools Aimsweb, NWEA and Progress Learning benchmarks. Each student’s file will include comprehensive data, past and present, including those from state required, diagnostic and benchmark assessments when available and will outline the efforts to implement and respond to student-specific interventions.

 

The intervention model should be embedded in day-to-day school-wide best practices. This includes a school-wide belief system that all children can learn and that educators are responsible for creating a supportive learning environment. This belief extends to the cycles of planning, implementing, assessing and re-assessing student progress.

 

The school’s Teacher Based Teams (TBT) will facilitate implementation and monitoring of the intervention process at the school.  The members of this team will review all intervention data, schedule and hold intervention meetings, and ensure compliancy for all state specific intervention requirements. As appropriate, the school’s Community School Leadership Team (CSLT) will monitor and support the efforts of each TBT. Examples of data used to monitor and respond to student learning outcomes

include but are not limited to:

 

For example…

·   AIMSweb (grades K-2);

·   EOY/AIR test scores (grades 3-12);

·   NWEA test scores (grades 3-11);

·   EOY test scores (grades 9-12);

·   Working in curriculum off grade level (end of unit, midyear and end of year course  assessments);

·   Progress Learning Benchmark testing and lesson assessments;

·   Progress monitoring data from Class Connect sessions; (checkpoints and Progress Learning assessments) 

         And;

·   Other information as appropriate

 

 

C.   Intervention Model

 

Tier I – Differentiated Core Instruction

 

All students require differentiated instruction to ensure concept mastery and application.  It is important to note, some of these students may require intervention in specific subject areas to address specific challenges or obstacles that prevent the achievement of concept mastery. The primary vehicle for this Tier I intervention is the K12 curriculum and weekly Class Connect sessions. The school will use interventions such as Progress Learning which include scientifically based strategies for all students which adapt to individual student learning needs.

 

The following elements are indicators of well-established Tier I interventions:

·   scientifically based educational interventions;

·   measurable interventions that are tracked through data collection tools (progress monitoring);

·   able to be administered virtually; and

·   administered for an amount of time the team determines will meet individual student needs.

 

While baseline data collected every 6 weeks will provide an overview of the attempted interventions, students receiving Tier I interventions will be monitored on a regular (at least weekly) basis as decided by the TBT. Such meetings and reviews supplement more frequent monitoring of student performance by classroom teachers.

 

Students who are not successful with the interventions given, applied, and measured (weekly progress monitoring) by the TBT may be referred to Tier II.

 

Six weeks following the commencement of Tier I interventions, the TBT will formally review student progress. Each formal Tier I TBT meeting will:

·   evaluate the effectiveness of Tier I interventions;

·       evaluate outcomes from the interventions;

·   determine if additional time is appropriate at Tier I under the same or modified methods;

·   record all progress monitoring from Tier I in the progress monitoring tool and review progress with TBT members; and

·   consult with parents regarding collected data and intervention strategies.

 

Following this review the team will make one of the following decisions:

·   student has made adequate progress and will continue receiving established interventions;

·   student has made some progress but additional Tier I interventions are needed and will be modified and adjusted as appropriate; and

·   student has made no progress and will be moved to Tier II for more intensive instruction.

 

Tier II – Supplemental Instruction

 

Students receiving Tier II interventions will receive supplemental instruction, beyond the core curriculum and the intervention efforts offered to all Tier I students. Tier II students are placed in small groups (based on skill set) and provide supplemental instruction through the use of scientifically research-based interventions.  Interventions provided through Tier I efforts, require student attendance and are additional instructional time offered to all students. Tier II students may also receive additional supplemental services such as iSupport and Reading Eggs as well as other supplemental programs.

 

The following elements are indicators of well-established Tier II interventions:

·   scientifically based educational interventions;

·   measurable interventions that are tracked through data collection tools (progress monitoring);

·       able to be administered virtually (through web based conferencing tools) and through small group instruction; and

·   administered for an amount of time the team determines will meet individual student needs.

 

While baseline data collected every 6 weeks will provide an overview of the attempted interventions, students receiving Tier II interventions will be monitored on a regular (at least bi-weekly) basis as decided by the TBT. This formal monitoring will occur at TBT meetings. Such meetings and reviews supplement more frequent monitoring of student performance by classroom teachers.

 

Students who are not successful with the interventions given, applied, and measured (weekly progress monitoring) by the TBT may be referred to Tier III.

 

Six weeks following the commencement of Tier II interventions, the TBT will formally review student progress. Each formal Tier II TBT meeting will:

·   evaluate the effectiveness of Tier II interventions;

·   evaluate outcomes from the interventions;

·   determine if additional time is appropriate at Tier II under the same or modified methods;

·   record all progress monitoring from Tier II in the progress monitoring tool and review progress with TBT members; and

·   consult with parents regarding collected data and intervention strategies.

 

Following this review the team will make one of the following decisions:

·   student has made adequate progress and will continue receiving established Tier II interventions;

·   student has made some progress but additional Tier II interventions are needed and will be modified and adjusted as appropriate; and

·   student has made no progress and will be moved to Tier III for more intensive instruction. If the team decides to move the student to Tier III, a meeting will be called by the team to review this decision and related data with the parents.

 

 

Tier III – Intensive Instruction

 

Tier III students require intensive intervention.  These interventions must be provided one on one and at a minimum of 3 times per week, for no less than 30 minutes per session. As with interventions noted in Tiers I and II, data will be collected during each scheduled session (progress monitoring) with students in Tier III. Data collection must be combined from all stake holders working with the student (learning coach, general education teacher, intervention specialist (when appropriate), administrator, other staff as needed) to ensure consistency.

 

The following elements are indicators of well-established Tier III interventions:

·   scientifically based educational interventions;

·   measurable interventions that are tracked through data collection tools (progress monitoring);

·       able to be administered virtually (through web based conferencing tools) and through individual instruction;

·   additional, focused and supplemental instructional opportunities as appropriate; and

·   administered for an amount of time the team determines will meet individual student needs.

 

While baseline data collected every 6 weeks will provide an overview of the attempted interventions, students receiving Tier III interventions will be monitored on a regular (at least bi-weekly) basis as decided by the TBT. This formal monitoring will be reviewed at TBT meetings. Such meetings and reviews supplement more frequent monitoring of student performance by classroom teachers.

 

Students who are not successful with the interventions given, applied, and measured (weekly progress monitoring) by the TBT may be referred to the evaluative process to determine a potential disability.

 

Six weeks following the commencement of Tier III interventions, the TBT will formally review student progress. Each formal Tier III TBT meeting will:

·   evaluate the effectiveness of Tier III interventions;

·   evaluate outcomes from the interventions;

·   determine if additional time is appropriate at Tier III under the same or modified methods; and

·       record all progress monitoring from Tier III in the progress monitoring tool and review progress with TBT members.

 

Following this review the team will make one of the following decisions:

·   student has made adequate progress and Tier III interventions will remain in place;

·   student has made some progress but additional Tier III interventions are needed and interventions will be modified and implemented as appropriate;

·   a meeting is scheduled with the Special Education team for additional review of data and feedback (this may occur if some progress is observed);

·   referral for a special education evaluation may be made at this time; and

·       consult with parents regarding collected data and intervention strategies.

 

 

D.    Third Grade Reading Guarantee Policy

 

OHVA 3rd Grade Guarantee – K-2 Planning and Interventions

All K-1st grade students are given the K12 Phonics and LA curriculum and Reading Eggs.  All 2nd grade students are given the K12 ELA curriculum and RAZ Kids. All K-2 students are assessed using the AIMSweb+ Benchmark Assessment three times per year: fall, winter and spring.  If a student scores below target they are:

• Placed within the K12 phonics curriculum according to their ability level

 

• Placed within a small group class connect session according to their ability

 

• Given school psychologist approved interventions

 

• AIMSweb progress monitored regularly (ideally weekly) to see if academic growth is taking place.

 

·   •     Reading Improvement and Monitoring Plan (RIMP) is put in place to create a plan for interventions and skills mastery.Reading Eggs for K-2.  Reports will be pulled and analyzed on a weekly basis and will help direct the small group and 1:1 instruction.

 

 

OHVA 3rd Grade Guarantee Plan

 

 

• OHVA will assess the reading skills of each student in 3rd grade by administering NWEA/MAP Reading Assessment by September 30 of each school year and identify students reading below the state determined target level.

 


 

• OHVA will inform parents immediately (via email) if the student is performing below grade-level and has been identified as ‘not on track’ based on initial diagnostic testing and 3rd grade fall reading OAA

 

o OHVA will inform parent of the student’s reading deficiency

 

o Describe the current services provided to the student 

o Describe the proposed supplemental services and supports to be provided and expectations of interventions provided by ELA teacher

 

o Send Putting Reading First to Parents of 3rd grade students

o Explain that the student may be retained in third grade if the student scores below the State Board’s specified cut score on the third grade reading achievement assessment.

 

• OHVA will provide intensive, explicit, and systematic reading instruction that is research-based.  The Reading Improvement and Monitoring Plan for each student identified as reading below grade level will be approved by the principal and placed in the student file and provided to the parent. The Reading Improvement and Monitoring Plan will be completed within 60 days of identifying student as “not on track”. The RIMP will include the following:

 

o Identify the student’s specific reading deficiencies


Describe the additional instructional support that will be provided to remediate the student’s deficiencies

 

Ø  Continued Progress Monitoring using NWEA/MAP for 3rd grade students that are at risk or have been retained in Grade 3.  NWEA/MAP is an adaptive web- based assessment that provides the framework for Response to Intervention and multi-tiered instruction.

 

Ø  Scheduled interventions with teacher driven by research-based progress  monitoring data.

 

Ø  Mindplay and RAZ Kids will be offered as a supplemental program for students reading below grade level in grade 3.

 

Ø  Instruction based in the three-cueing system.

 

Ø  Placement with a highly qualified reading teacher.

 

o OHVA will provide a reading curriculum during regular school hours that provides scientifically based and reliable assessments and provides initial and ongoing analysis of each student’s reading progress – Embark, LA/Phonics K, LA/Phonics 1, LA/Phonics 2, ELA 2, or ELA 3.


 

o Each student will be placed with a reading Teacher who either has received a passing score on a rigorous test of principles of scientifically based reading instruction or has a reading endorsement on the teacher’s license.

 

 

 

Reading Improvement and Monitoring Plan (EOY Requirements) – 3rd grade student placed in Grade 4

 

• For each student that did not meet the expected score on the 3rd grade Spring Reading OST, but placed in grade 4, the RIMP will be revised to include:

 

Weekly small group targeted reading instruction, increased progress monitoring, placed on a class list with fewer students.

 

 

 

Approved outside service providers (also included on the RIMP):

 

• Reading Eggs

• AIMs Web

• RAZ Kids

• iSupport which is an in-house remediation program

 

 

Tracking and reporting the data to ODE:

Teachers in grades K-3 will collect and store data for –

K – Reading AIMSweb (completed by September 30 or by 30 days after enrollment)

1 – Reading AIMSweb (completed by September 30 or by 30 days after enrollment)

2 – Reading AIMSweb (completed by September 30 or by 30 days after enrollment)

3 – NWEA/MAP Diagnostic (completed by September 30 or by 30 days after enrollment)

 

Results will be reported to ODE by OHVA’s EMIS coordinator. Results will include score and the rating of ‘on track’ and ‘not on track’.  

 

For each student not on track, interventions will be reported by the EMIS coordinator at the end of the year.  Interventions are also included on the RIMP and may include, but not limited to:

• Supplemental Program: Reading Eggs, AIMSweb, Mindplay, RAZ Kids

• Small group instruction

• Reduced teacher-student ratios

• Frequent Progress Monitoring

• 1:1support from an in-house source iSupport

• 1:1 intervention with teacher

•

• Interventions designed around the three-cueing system

• Fluency Practice

• 90 minute reading block