Strand #6: Systematic process for intervention / student success
A systematic process for intervention/student success is an evidence-based model of education that uses data to make educational decisions and integrates academic and social/behavioral systems. Supports for interventions at CVMS are provided for behavior, attendance, and academics in varying intensities using a three-tiered system. Using multiple tiers of support based on student needs ensures effective and efficient implementation for students at risk for learning difficulties.
At the tier one level of intervention, the entire CVMS staff implements a cause and effect lens when examining district and building longitudinal data. Universal measurement tools used to identify students who are at risk for learning difficulties at tier one include the STAR reading assessment given at least 4 times per year and the Acuity assessment (student comprehension of targeted academic standards) given 3 times per year. Teachers also integrate other data sources such as attendance and behavioral data to establish students who are in need of more intensive progress monitoring.
At the tier 2 level of intervention, the entire CVMS staff regularly identifies non-learners, and failed learners using formative and summative assessment data to capture and target timely interventions for all specific proficiency groups. Students needing tier two intervention receive re-teaching, with adapted strategies matched to individual need and are monitored on a regular basis. Students who have previously mastered essential targets receive rigorous enrichment, which is also monitored through assessment for mastery.
Tier 3 interventions also require multiple data sources, including diagnostic assessments. However once the root cause of failed learning is identified for the lowest proficiency level students, more intensive support is delivered. Trained professionals usually provide instruction at tier 3. Consistent progress monitoring for all students receiving tier 3 support is administered.
At the tier one level of intervention, the entire CVMS staff implements a cause and effect lens when examining district and building longitudinal data. Universal measurement tools used to identify students who are at risk for learning difficulties at tier one include the STAR reading assessment given at least 4 times per year and the Acuity assessment (student comprehension of targeted academic standards) given 3 times per year. Teachers also integrate other data sources such as attendance and behavioral data to establish students who are in need of more intensive progress monitoring.
At the tier 2 level of intervention, the entire CVMS staff regularly identifies non-learners, and failed learners using formative and summative assessment data to capture and target timely interventions for all specific proficiency groups. Students needing tier two intervention receive re-teaching, with adapted strategies matched to individual need and are monitored on a regular basis. Students who have previously mastered essential targets receive rigorous enrichment, which is also monitored through assessment for mastery.
Tier 3 interventions also require multiple data sources, including diagnostic assessments. However once the root cause of failed learning is identified for the lowest proficiency level students, more intensive support is delivered. Trained professionals usually provide instruction at tier 3. Consistent progress monitoring for all students receiving tier 3 support is administered.
Project Lead the Way is an opportunity for student enrichment in STEM pathways. It is available to students in all grade levels. Incentives offered include the Dragon Pride trip, taken once per semester. Participation in this trip is based upon grades, behavior and attendance goals.
School wide incidents tracking system |