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Introduction to Explore, PLAN, ACT (EPAS) Interventions
EPAS Intervention Systems are a focused approach by secondary schools to aid students not meeting the benchmarks on the Explore, PLAN and ACT examinations. The KRS 158.6459 states that:
KRS 158.6459 Intervention strategies for accelerated learning -- Individualized learning plan -- Retake of ACT.
(1) A high school student whose scores on the high school readiness examination administered in grades eight (8), on the college readiness examination administered in grade ten (10), or on the
WorkKeys indicate that additional assistance is required in English, reading, or mathematics shall have intervention strategies for accelerated learning incorporated into his or her learning plan.
(2) A high school student whose score on the ACT examination under KRS 158.6453 (4) (a)
3 in English, reading, or mathematics is below the system-wide standard established by the
Council on Postsecondary Education for entry into a credit-bearing course at a public postsecondary institution without placement in a remedial course or an entry-level course with supplementary academic support shall be provided the opportunity to participate in accelerated learning designed to address his or her identified academic deficiencies prior to high school graduation.
(3) A high school, in collaboration with its school district, shall develop and implement accelerated learning that:
(a) Allows a student's learning plan to be individualized to meet the student's academic needs based on an assessment of test results and consultation among parents, teachers, and the student; and
(b) May include changes in a student's class schedule.
(4) The Kentucky Department of Education, the Council on Postsecondary Education and public postsecondary institutions shall offer support and technical assistance to schools and school districts in the development of accelerated learning.
(5) A student who participates in accelerated learning under this section shall be permitted to take the ACT examination a second time prior to high school graduation at the expense of the Kentucky Department of Education. The cost of any subsequent administrations of the achievement test shall be the responsibility of the student.
Effective: July 12, 2006
From KRS 158.6453:
(4) (b) 2. A student whose scores on the college readiness examination administered in grade ten (10) or the ACT college admissions and placement examination administered in grade eleven (11) indicate a high degree of readiness for college shall be counseled to enroll in accelerated courses, with an emphasis on Advanced Placement classes;
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(13) The Kentucky Board of Education, after the Department of Education has received advice from the Office of Education Accountability; the School Curriculum, Assessment, and
Accountability Council; and the National Technical Advisory Panel on Assessment and
Accountability, shall promulgate an administrative regulation under KRS Chapter 13A to establish the components of a reporting structure for assessments administered under this section. The reporting structure shall include the following components:
(a) A school report card that clearly communicates with parents and the public about school performance. The school report card shall be sent to the parents of the students of the districts, and a summary of the results for the district shall be published in the newspaper with the largest circulation in the county.
It shall include but not be limited to the following components reported by race, gender, and disability when appropriate:
1. Student academic achievement, including the results from each of the assessments administered under this section;
2. Nonacademic achievement, including the school's attendance, retention, dropout rates, and student transition to adult life; and
3. School learning environment, including measures of parental involvement;
(b) An individual student report to parents for each fifth-grade student summarizing the student's readiness in reading and mathematics based on the student's fourth-grade state assessment results. The school's fifth-grade staff shall develop a plan for accelerated learning for any student with identified deficiencies;
(c) An individual report for each student who takes a high school or college readiness examination administered under subsection (4) (a) of this section that:
1. Provides the student's test scores;
2. Provides a judgment regarding whether or not a student has met or failed to meet the expectations for each standard assessed; and
3. Is designed to assist students, parents, and teachers to identify, assess, and remedy academic deficiencies prior to high school graduation; and
(d) A student's scores on the ACT examination or WorkKeys assessments administered under subsections (4) (a) and (5) of this section and the ACT examination under KRS
158.6459(5) shall be recorded on his or her official high school transcript.
Furthermore, an appropriate EPAS Intervention Strategy is listed, on the KDE website as being:

Data-based and student-centered, addressing individual learning needs and styles.

Designed to help a student reach the benchmark or achieve a standard.

Monitored in an ongoing manner through formative and interim assessments.

Applied in a systemic manner; not limited to one class, course or place.


Facilitated by individuals who have been trained to implement the strategy.

Applied with fidelity, adhering to guidelines for research-based practices.
Fluid enough to allow flexibility to move students forward as the benchmark or standard is achieved.

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Introduction to Response to Intervention
Response to Intervention (RtI) is a school wide approach to teaching and learning that combines best practice instruction with a tiered system of remedial interventions for children who need additional help in learning. It is a coordinated multi-tier instruction program that screens and monitors students accurately and addresses the core components of reading and math instruction and behavior. It can prevent struggling beginning readers from becoming struggling adolescent readers and reduce unnecessary referrals to special education. Knowing whether a child is on track to demonstrate success is a key attribute of RtI because this information allows teachers to develop effective, personalized, instructional, and remediation strategies (Galvin, 2007).
The following information is taken from A Guide to the Kentucky System of Interventions:
KDE established Kentucky System of Interventions [KSI] to assist schools and districts as they develop a comprehensive instructional system, integrating human, physical and financial resources and materials. This comprehensive system addresses Response to
Intervention (RTI), accelerated learning requirements, closing achievement gaps, highly effective instruction, readiness to learn and student transitions.
“Response to intervention (RTI) integrates assessment and intervention within a multilevel prevention system to maximize student achievement and to reduce behavior problems. With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify students with learning disabilities” (National Center on Response to Intervention).
The components of RTI serve as a framework in the design of the KSI. Consultant John
McCook, Ed.D, has identified these components as the core requirements of a strong RTI model.
-universal screening
-measurable definition of problem area
-baseline data prior to an intervention
-establishment of a written plan detailing accountability
-progress monitoring
-comparison of pre-intervention data to postintervention data for efficacy
KDE has expanded the framework for RTI to assist schools and districts in incorporating state and federal programs to provide a seamless system of intervention for improving student achievement.
Consequently, RtI requires the commitment and expertise of all school professionals.

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Secondary Systems of Intervention Design & Goals – EPAS & RtI

Universal Screening : Screen students three times a year to identify students at risk for future reading and math failure as well as benchmark deficiencies in English, Reading,
Math, Science and Social Studies on the Explore, PLAN and ACT ( see benchmark table below ). Students whose screening scores indicate potential difficulties with reading or math are provided with more intensive interventions. Universal Screeners provide a measure of the effectiveness of our core curriculum and instruction. It is expected that
80% of students make adequate progress. If not, the core curriculum and instruction must be improved. This indicates that achievement gaps may be due to inadequate instruction.
It also identifies those students who are not making acceptable progress in the core curriculum. Student responses to the interventions are then measured to determine whether they have made adequate progress and either (1) no longer need the intervention,
(2) continue to need some intervention, or (3) need even more intensive intervention. In
RtI, the levels of interventions are referred to as “tiers.”
Test
EXPLORE
PLAN
ACT
English
13
15
18
Math
17
19
22
Reading
15
17
21
Science
20
21
24
*information from page 10 of the College and Career Readiness Standards Document

Tiers of Intervention : A school wide, multi level instructional and behavioral system for preventing school failure. The basis of the Tiers is the frequency and intensity in which they are administered, according to documented student needs. Interventions always supplement and never replace core instruction.
o Tier 1, Core : high quality classroom instruction, differentiated to meet the needs of targeted students. Interventions are short in duration, easily implemented and monitored by the classroom teacher. Tier 1 Interventions should only include
20% or less of your class. The majority of students identified as in need of intervention will make sufficient progress with a Tier 1 intervention and will not need further intervention. o Tier 2: Strategic : is a supplemental intervention with at least 30 minutes of research-based instruction, 3 times per week. This is in addition to the regular

7 classroom instruction in reading or math and done by appropriate certified personnel. Inside Tier 2, it may be necessary to change intervention strategies or change the frequency and intensity of the same intervention. o Tier 3: Intensive : interventions are generally 30-60 minutes, daily. Appropriate certified personnel provide intervention in very small groups of 2-3 students, or one-on-one instruction. Tier 3 may involve an intervention change or just a change in frequency or intensity of the intervention that was implemented in Tier
2.

EPAS Interventions
EXPLORE Interventions
Study Island Program utilized as a student self-testing, progress monitor tool. Students who are referred to our after school tutoring program will use this tool to help monitor their progress. Teachers will also be using this tool in their classroom for quick assessment of student performance levels.
ESS Daytime waiver program in reading for students not meeting benchmark in that area for intense intervention and progress monitoring. Students will be identified through the use
GRADE and EXPLORE and recommendations will be made for the program.
ALEKS is a web based program that we are piloting with our special education population, as well as students in need of extra help in the area of math. All students not making their benchmark in math and students who are not performing on grade level as per the GMADE test will be assigned an account for individual instruction in areas of weakness. This program assesses the weak points of the student and designs a learning sequence that will benefit the individual.
In 7 th
and 8 th
grade, students will be pulled to the exploratory teacher assigned to each team during 4 th
period for makeup work or work that has not been turned in. This class can also focus on the individuals needs and for RtI tier intervention.
All students are monitored with the Discovery Education Assessment (DEA) and 9 week common assessments in each individual team in terms of benchmark progress and completion. This will be done in all subject areas and analysis of results will be included with teacher assessment binders and turned into administration.l
Students not meeting benchmark on the EXPLORE exam in their areas are identified and their interventions monitored utilizing the Individual Learning Plan or ILP.

PLAN Interventions
Study Island Program utilized as a student self-testing, progress monitor tool.
ESS Daytime waiver program in mathematics for students not meeting benchmark in that area for intense intervention and progress monitoring.
All students are monitored with the Discovery Education Assessment (DEA) and common unit/semester assessments in each individual team in terms of benchmark progress and completion.
Students not meeting benchmark in their areas are identified and their interventions monitored utilizing the Individual Learning Plan (ILP).
ACT Interventions
All students are tested utilizing a released practice ACT exam.
Practice ACT results are then utilized with core area instructor.
Practice results are utilized and students are grouped in area of difficulty for core testing.
Upon receipt of state ACT results – student scores are analyzed in terms of progress and groups students not meeting benchmarks in given areas are formulated.
Study Island Program utilized as a student self-testing, progress monitor tool.
ESS Daytime waiver program in mathematics for students not meeting benchmark in that area for intense intervention and progress monitoring.
All students are monitored with the Discovery Education Assessment (DEA) and common unit/semester assessments in each individual team in terms of benchmark progress and completion.
Students not meeting benchmark in their areas are identified and their interventions monitored utilizing the Individual Learning Plan (ILP).
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Intervention Systems Goals

A fully implemented system of secondary interventions realistic, attainable and beneficial to students

Interventions are provided for struggling secondary students utilizing the RTI system as well as ensuring all students meet EPAS benchmarks and/or have the tools to meet benchmarks in Reading, Math, Science and Social Studies.
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District secondary systems of intervention
 team will assist the MS and HS with data management, intervention planning, and professional development.

Discovery Education Assessment Series (ThinkLink/PAS) assessment data is used for universal screening and benchmark monitoring
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Other reading assessments used to identify students targeted for reading interventions are
Study Island, Iowa Test of Basic Skills (ITBS) (6-7), GRADE, Accelerated Reader (MS),
Explore (8), PLAN (10) and state assessments.

Other math assessments used to identify students targeted for math interventions are
Study Island, GMADE, ALEKS (MS only), Iowa Test of Basic Skills (ITBS) (6-7),
Explore (8), PLAN (10) and KCCT (3,5 ,6,7,8,11).

Students who do not master specific/identified skills in individual classrooms will be referred for intervention

The school identifies the lowest 20% of students for reading and math interventions in
Tiers 1-3.
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The school identifies the students not meeting benchmark as defined in the table on page
6 and logs their intervention plan into the students ILP.

Parents are kept informed of student progress and of changes in the Tiers of Intervention and benchmarks where necessary. Parts of this will be accomplished through access to
“Parent Portal” in Infinite Campus.

Secondary Intervention Teams meet when necessary to discuss a change in Tier status or benchmark progress.

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Tier 3:
1.
Tier 2 interventions are more intense and/or more frequent;
2.
PLATO remediation/credit recovery placement;
3.
Learning Center placement;
4.
referral to student assistance team;
5.
referral to Second Chance
1.
Extended School Services (ESS)-after school tutoring, day-time waiver tutoring, before school tutoring,
Saturday tutoring;
2.
Study Island;
3.
students pulled out of class for small group instruction or one-on-one instruction;
4.
individualized teacher/student contracts
Tier 1:
1.
require all seniors to take math, social studies and science electives;
2.
ACT Prep instruction for all juniors;
3.
common assessments school wide in each course;
4.
Discovery Education is administered: a.
in reading for grades 6, 7,
8, 9 and 10 b.
in math for grades 6, 7, 8,
9, 10 and 11
5.
Laying the Foundation lessons are taught in all Pre-AP math, science and English classes; as well as the middle school advanced classes
6.
Teachers submit Student
Performance Predictors quarterly for the School Performance Prediction, for the purpose of driving instruction;
7.
AP Prep sessions are offered;
8.
Classes are implementing timed test practice

Reading

Extended School Services (ESS)-after school tutoring, day-time waiver tutoring, before school tutoring, Saturday tutoring;
 peer tutoring;

Study Island;
 students pulled out of class for small group instruction or one-on-one instruction;
 individualized teacher/student contracts

PLATO remediation/credit recovery placement;

Learning Center placement;
 referral to special needs;
 referral to Second Chance placement
Math

Extended School Services (ESS)-after school tutoring, day-time waiver tutoring, before school tutoring, Saturday tutoring;
 peer tutoring;

Study Island;

ALEKS (middle school only);
 students pulled out of class for small group instruction or one-on-one instruction;
 individualized teacher/student contracts

PLATO remediation/credit recovery placement;

Learning Center placement;
 referral to special needs;
 referral to Second Chance placement
Science

Extended School Services (ESS)-after school tutoring, day-time waiver tutoring, before school tutoring, Saturday tutoring;
 peer tutoring;

Study Island;
 students pulled out of class for small group instruction or one-on-one instruction;
 individualized teacher/student contracts

PLATO remediation/credit recovery placement;

Learning Center placement;
 referral to special needs;
 referral to Second Chance placement
English

Extended School Services (ESS)-after school tutoring, day-time waiver tutoring, before school tutoring, Saturday tutoring;
 peer tutoring;

Study Island;
 students pulled out of class for small group instruction or one-on-one instruction;
 individualized teacher/student contracts

PLATO remediation/credit recovery placement;

Learning Center placement;
 referral to special needs;
 referral to Second Chance placement
Monitored by: Classroom teachers, administrators, counselors
Progress is: at the end of each DEA assessment, when EPAS benchmarks are met or when the student masters the deficient skill in individual classroom through a common assessment
Student Groups not meeting benchmark will be identified and immediate classroom interventions be made via teacher and the Individual Learning Plan (ILP) process. Groups will be given the next closest DEA exam for progress monitoring and possible benchmark completion. Remaining groups will be given the above services.
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Systems of Interventions Plan should be fully in place by Fall of 2010
1.
Core Instruction: All students receive high quality, differentiated core instruction in the classroom.
2.
Universal Screener: DEA administered to all students at ALL grade levels, three times each school year, in order to identify struggling students.
3.
Tier 1: The lowest 20% of students will be identified in reading and math 6-12, and receive Tier 1 interventions, for reading or math. Additional diagnostic assessments may be used to plan the intervention. Teachers will progress monitor these students once per week, for 9 weeks. Teachers will document the progress at the end of each
DEA assessment, when EPAS benchmarks are met or when the student masters the deficient skill in individual classroom through a common assessment. At the end of 9 weeks, teachers will refer those students making little or no progress for Tier 2 interventions; the Intervention Team Leader must be notified if a Tier change is recommended.
Tier 2: Once a student is referred into Tier 2 services, the Intervention Team (those closely associated with the education of the students) will meet to review student data and determine appropriate interventions to address student needs. Teachers will progress monitor these students at the end of each DEA assessment, when EPAS benchmarks are met or when the student masters the deficient skill in individual classroom through a common assessment.
Tier 3: Once a student is referred into Tier 3 services, the Intervention Team will meet to review student data and determine appropriate interventions to address student needs. Teachers will progress monitor these students at the end of each DEA assessment, when EPAS benchmarks are met or when the student masters the deficient skill in individual classroom through a common assessment.
Professional Development is a critical component within the Response to Intervention system for all educators. Not only is it the law that we must implement RtI, but it is best practice for identifying and working with struggling students. Therefore, various PD’s must take place.

Strand I: Understanding of RtI
1) District wide PD “RtI in the Trenches” by Pat Quinn on Saturday, September 18,
2010.
2) Also, job-embedded PD will be implemented through planning time and/or after school sessions to ensure that all teachers understand and can implement Secondary

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System of Interventions. PD will include training on selection of Tier 1 population, selection of interventions, progress monitoring, and documentation of data.
3) Accountability student process.

Strand II: Building quality core instruction
1) On-going, systemic guidance as schools implement the intervention process. PD must be intentional, integrated into instruction, and the implementation monitored.
Accountability of the process must be ensured.
2) Teachers will participate in effective, relevant PD’s and will be expected to come back and share information and knowledge with others. Principals will ensure that follow-up sessions/meetings are occurring to so that the training/information is being utilized and implemented in instruction. Accountability for all trainings will be expected and documentation provided on the professional development logs.

Strand III: Sustaining high-quality Interventions Systems
1) All new staff and certified personnel will be trained in the above strands on a consistent, continual basis.
Staff will receive a PD session on secondary system of interventions to create a common language and communication of intervention process.
Training and Team will be expanded to include parents and community partners.

RtI District Plan and Website

Parent RtI Brochure

Peer-Tutoring

ESS (Daytime Waiver and After-School)
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Appendices

School RTI Plan
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Intervention Teams
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Progress Monitoring and Data Analysis

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Galvin, Mike, 1970. Implementing Response to Intervention (RtI): Considerations for
Practitioners. Learning Point Associates.
Haager, S. Vaughn, & J.K. Klinger (Eds.), Validated practices for three tiers of reading intervention (pp. 186). Baltimore, MD: Paul H. Brookes Publishing Co.
Mellard, Daryl F and Johnson, Evelyn. (2008). RTI a practitioner’s guide to implementing response to intervention :Corwin Press, Thousand Oaks, CA.
Kentucky Department of Education. A Guide to the Kentucky System of Interventions . July
2008.
Pierangelo, Roger, Giuliani, George. (2007). Frequently asked questions about response to intervention : Corwin Press, Thousand Oaks, CA.
Quinn, Pat. Ultimate RtI: Everything a teacher needs to know to implement RtI. Ideas
Unlimited Seminars, Inc: 2009.
Taylor, L., Nelson, P., & Adelman, H.S. 1999. Scaling -up reforms across a school district.
Reading & Writing Quarterly , 15, 303-325.
Vellutino, F.R., Scanlon, D.M., Small, S.G., Fanuele, D.P., & Sweeney, J. 2007.
Preventing early reading difficulties through kindergarten and first grade intervention: A variant of the three-tier model.