High School, Inc’s School-Wide Intervention Plan
(Rev: 01/13)
1. Data Team
High School, Inc. (HSI) has established and maintains a “Data Team” to examine data
and make data-based decisions based on internal baseline assessments, MAP and
CAPT assessments, and any other district mandated standardized assessment. HSI’s
Data Team will consist of School-Based Leaders who regularly monitor and assess
our students’ academic progress. The Data Team conducts mandatory meetings twice
per month to monitor and assess new data and the adequacy of this Intervention
Plan. In addition, grade level cohorts and subject area departments conduct
mandatory monthly meetings and support the Data Team by carrying out the
intervention strategies set forth in this Plan; in addition, they monitor and assess data
and maintain individual records of interventions carried out.
(See Appendix F - Meeting Schedule)
Data
Data will be used for three purposes:
* Universal screening: MAP assessments 3 times yearly, Writing assessment
3 times yearly;
* Diagnostic assessments: (1) MAP assessments 2 times yearly
(spring and winter) in Reading, Language Usage, Math and (2) Read 180
SRI Lexile screening 2 times yearly—to (a) identify at risk students,
(b) monitor the effectiveness of current intervention strategies and/or (c)
determine the necessity for improvement of the current intervention
Plan;
* Progress Monitoring: On-going formative assessments of intervention
strategies: Performed every 2 weeks, to determine the effectiveness of
the intervention strategies that are in place.
2. Three Tiered Model of Intervention
High School, Inc. will identify and classify students based on MAP assessments using
national percentiles represented as Tier I, Tier I with support, Tier II and Tier III as
described below:
Tier I
Tier I, with support
Tier II
70-94 percentile
40-69 percentile
26-39 percentile
Tier III
25 percentile or
lower
no formal intervention
enhancement activities
targeted research based
intervention
intensive intervention
3. Early Intervention
By establishing and maintaining a Data Team that meets regularly (see Appendix F),
HSI will ensure that high-risk and high achieving students are identified as early as
possible.
4. Progress Monitoring
Data Team
As stated above, HSI's Data Team will be responsible for examining continuing data in
order to make research-based adjustments and/or changes to this Intervention Plan,
including the intervention strategies specified in Appendix A of this document. Any
adjustments or changes will be data-based on the regular examination of district
baseline assessments, CFAs, mid-terms and MAP assessments, and any other district
mandated standardized assessments. The Data Team, along with Department Leads,
is responsible to monitor the implementation of interventions to ensure the
effectiveness and quality of current strategies.
The Data Team will use 3 seasons of MAP test results to track our students’ targeted
increases and movement across the tiers.
Duties for Monitoring the Effectiveness of Intervention Strategies
When intervention strategies are put in place, teachers, involved administrators and
staff are responsible for the following:
(Department Leads)
* To monitor instructional interventions, including reviewing
department-wide intervention logs (records) during department meetings.
* To ensure instructional strategies used by their departments align with
either (NWEA) DesCartes: class by RIT instructional resources, CAPT skills,
and/or CT Common Core.
(Department Teachers)
* To adhere to and perform the agreed upon intervention strategies set forth
in Appendix A of this Intervention Plan.
* To monitor every (2) weeks, through Common Formative Assessments
(CFAs), the effectiveness of strategies and to report suspected deficiencies.
* To ensure the alignment of each strategy with either (NWEA) DesCartes:
class by RIT instructional resources, CAPT skills, and/or CT Common
Core.
* To use MAP and CAPT benchmarks to inform instruction at all
tier levels.
(Advisory Teachers)
* To consult with advisory students (3) times a year using each student’s most
recent MAP test results. In addition, Advisory teachers will encourage
students to set short-term goals based on deficiencies exposed in the three
MAP test areas (reading, language usage and math), and to play a critical role
in monitoring and directing their own progress.
Monitoring of Intervention Strategies
(Mathematics Department)
The Math department will give monthly CFAs to monitor progress and assess
applicable skill(s). Skill selection will take into account each student’s MAP percentile
score range results in Math and focus on (NWEA) DesCartes continuum of learning
resources and/or CAPT Math related skills. These CFAs will be short (5-10 questions)
and focus on a particular skill. Each student will have a folder containing the
following: (1) his/her printout from the DesCartes continuum of learning with 4-5
skills highlighted, (2) a set of exercises he/she is working on (from the highlighted
skills), and (3) graded work indicating skill mastery or not. If mastery is not achieved
during an intervention session(s), more work will be provided on the same skill. If a
student does achieve mastery he/she will be given other skills to master or be either
re-assessed for an appropriate intervention strategy or exited from an intervention
upon his/her completion of the next cycle of MAP tests.
(English/Reading Department)
The English/Reading department will give monthly CFAs to monitor progress and
assess applicable skill(s). Skill selection will take into account each student’s MAP
percentile score range in Reading and Language Usage, and focus on (NWEA)
DesCartes continuum of learning resources for Reading and Language usage and/or
CAPT Writing related skills. CFAs will either be short answer comprehension based,
summary based or vocabulary based. Texts used will take into consideration each
student’s Lexile level and be either fiction or non-fiction. Each student will have a
folder with a list of exercises he/she is working on and graded work indicating skill
mastery or not. If mastery is not achieved during an intervention session(s), more
work will be provided on the same skill. If a student does achieve mastery he/she
will be given other skills to master or be either re-assessed for an appropriate
intervention strategy or exited from an intervention upon his/her completion of the
next cycle of MAP tests.
5. Tier I - Core Program
Tier I instruction, or High School, Inc.’s Core Program, is provided to all students. Tier
I instruction will be research-based, rigorous and relevant to our population of
learners—with a focus on finance and insurance skills.
Using the district of Hartford and/or NAF Academy’s finance curriculum as
guidelines, all Teachers will provide quality instructions and pacing through a
consistent progression of the curriculum and/or other research-based learning
activities throughout the year.
Assessments of Core Program – Tier I
Using the results of regular in-class formative and summative assessments, such as
mid-term and final exams, district baseline assessments, universal (MAP) and
standardized state assessments (i.e. CAPT), teachers and administrators will regularly
assess the fidelity of the implementation of the core curriculum.
Every effort will be made to ensure sensitivity to our students’ instructional level and
language proficiency. Where necessary by I.E.P. students will be provided with the
necessary resources or accommodations to ensure their academic success.
Differentiating
Teachers will daily incorporate one or more of the bulleted strategies listed below to
address the needs of high-achieving and struggling learners.
Tier I strategies:
*
*
*
*
*
*
*
Cornell note taking;
Use of culturally relevant visual aides and technology tools;
Varying the learning process and/or assessment product and/or lesson
design (content);
Graphic organizers to focus student learning;
Tasks designed around the use of Multiple Intelligence strategies;
Small groupings based on similar learning levels;
Chunking of content/learning into manageable parts.
Through regular diagnostic assessments, additional help in the form of either an ELL
class, Read 180 or similar literacy software program and/or English or Mathematics
based focus groups (one hour sessions/twice a week) will be provided to students
identified as struggling or English Language Learners.
Attendance
High School, Inc’s Behavioral Specialists will monitor Power School reports to
address and notify parents by letter of attendance issues of students who miss 3 or
more days of school per marking period. Also, parents will be notified if their child
misses any class for any unexcused reason by the school’s automated phone service.
Teachers will take attendance on a daily basis and contact parents or guardians of
students who miss more than 2 consecutive class periods/blocks.
6. Tier I, with support, Tier II & Tier III
Students defined as “Tier I, with support,” “Tier II” & “Tier III” (see Section 2), in a
particular subject, will receive support for that particular subject. See Appendix A for
applicable intervention strategies.
7. Attached Intervention Strategies Documents
1- Appendix A – High School, Inc’s Intervention Strategies (Rev 01)
2- Appendix B - Math Department Interventions
3- Appendix C - English Department Interventions
4- Appendix D - Omitted
5- Appendix E - CAPT Intervention
6- Appendix F - Meeting Schedule