At-Risk Updates 2.18.19 School Board Report , College Community School District

1. At-Risk Updates 2.18.19 School Board Report, College Community School District

2. At-Risk Now and In the Future MTSS Structure Intervention: Evaluation and Assessment Resources

3. At-Risk and MTSS Current Tier I, II, III Access to services Monitoring response Future Years Strengthen Universal Core Identify early Identify efficiently Progress monitor Exit

4. How does At-Risk programming help us to create more resilient students? At-Risk funding supports the programs and personnel that are highlighted in this chart. Chart linked here.

5. Intervention & Program Evaluation Lindsay Spears

6. At-Risk Supports • PBIS - CICO, SAIG • Building Facilitators • School-based Therapy • School Resource Officer • Plato Credit Recovery Courseware • Beyond the Bell • Success Center (including 540 Course) • Learning Resource Center (including Academic Seminar, MyPath) • Career Services • Delta Alternative High School Description of At-Risk Supports

7. Professional Learning • At-Risk teachers (grades 7-12) • Positive participant feedback • Focus of the learning: • Protocol for credit recovery courseware (Plato) • Essential Characteristics of Effective Interventions • Simplifying Response to Intervention: Four Essential Guiding Principles, by Mattos, Buffom, & Weber

8. Plato HS: 172 students in 55 courses Delta: 64 students in 34 courses Edge: 45 students in 30 courses

9. Credit Recovery Courses • PL: development/refinement of Course Creation Protocol • Plato courses aligned to our district courses (standards, rigor, pacing, etc.) • Courses created in collaboration with a teacher licensed to teach that course. • Goals/next steps: • Centralized leadership providing consistency and support to ensure alignment to Core, collaborative structures for course creation, resource allocation to ensure monitoring of student progress and access to direct instruction within the intervention.

10. Credit Recovery Courseware (Plato) • Next Steps/Goals, continued • System for determining/monitoring effectiveness of Plato for students needing to recover credit(s).

11. Essential Characteristics of Effective Interventions Targeted: Individualized by student, by standard, and by learning target Systematic: A systematic process to identify every student who needs a specific intervention Research based: Research or credible evidence validates that the intervention has a high likelihood of working Administered by trained professionals: Provided by the staff properly/best trained and competent to meet the individual student’s need TImely: Identify students for extra help and/or ability to modify a student’s intervention at least every 3 weeks Directive: The intervention is mandatory, targeted students are required to attend (vs offered the opportunity for help) Simplifying Response to Intervention: Four Essential Guiding Principles, by Mattos, Buffom, & Weber

12. Intervention Evaluation Protocol Developed a list of current interventions (specific practices, methods, strategies, or programs provided in addition to core instruction) • + = Intervention is highly aligned • ~ = Intervention is somewhat aligned • X = Intervention is not aligned Next Steps: Alignment to Essential Characteristics • Because all characteristics are essential to an intervention’s effectiveness, any X on the chart must be addressed. • Targeted • Systematic • Research based • Administered by trained professionals • TImely • Directive

13. Next Steps • Continuation of focused professional learning around development and implementation of effective interventions • Development of a system for program evaluation • Metrics around the 5 characteristics • Review annually; include wide variety of stakeholders • Parent involvement - surveys

14. Resources Current School visits (District 214) Experts in the field (AEA, Mattos) Regular meetings for building facilitators Future Years Data Dashboard Director of At-Risk/Delta Site Administrator Regular meetings for other at-risk service providers