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Document Sample
Learning
Supports Plan
2009-2010
Updated 2011-2012
Oskaloosa Community School District
1800 N. 3rd Street
Oskaloosa, Iowa 52577
District Learning Supports Advisory Committee Members
2011-2012
Mandy Hafner
Dave Groet
Madonna Bowie
Jill Ewing
Kathy Richmond
Bob Morris
Brent Nelson
Karen Hartl
Dawn Collins
Melody Feldt
Mollie Roach
Mike Goudy
Brandon Schmidt
Rachel Farner (Student)
Hannah Grahek (Student)
Administration
Russ Reiter, Superintendent
Dr. Mary Cooksley, Director of Curriculum and Instruction
Stacy Bandy, High School Principal
Andrew Fuhs, Assistant High School Principal
Andy Hotek, Middle School Principal
Mike Dursky, Assistant Middle School Principal
Tim Milledge, PK-1 Principal
Matthew Dunsbergen, 2-3 Principal
Tim Veiseith, 4-5 Principal
2
Table of Contents
Contents Page
Introduction………………………………………………………………………………….. 4
Program Goal………………………………………………………………………………… 4
Learning Supports Philosophy……………………………………………………….. 5
Learning Supports Organization…………………………………………………….. 6
Learning Supports Flowchart………………………………………………………… 7
Learning Supports by Building………………………………………………………. 8
Intervention Types to Address Barriers to Learning……………………….. 9
Intervention Types Defined……………………………………………………. 9-10
Learning Support Levels………………………………………………………………... 9
Learning Supports District Continuum Map……………………………. 10
Identification Procedures………………………………………………………………. 11
Criterion/Indicators………………………………………………………………. 12 - 13
Student Assistance Teams……………………………………………………… 13
Professional Development……………………………………………………………... 13-14
Program Review/Evaluation………………………………………………………….. 14
Appendices
Appendix A (Building Continuum Maps)………………………………………… 16 - 21
Appendix B (Building Identification Procedures/Checklists)…………… 23 - 29
Appendix C (Program Evaluation Matrices and KASAB)………………….. 31 - 35
3
Introduction
The Oskaloosa Community School District’s Learning Supports Plan has been
reviewed and designed to provide the necessary support and services to ALL
students attending school across the district. It has been designed to ensure a safe,
healthy, caring learning environment. The programs considered Core are
preventative and are part of the educational plan of the building. These supports
are also considered Tier 1 Learning Supports and take place in the classroom only.
In addition to the Core (Tier 1) programs offered at each level, Supplemental
programs and services have been established to support the needs of students who
may require some additional early intervention to be successful in school. These
supports are considered Tier 2 Learning Supports. An early identification process
has been established at each level in the district to identify students who may
require Supplemental (Tier 2) assistance at one time or another due to academic,
social, emotional, or behavioral factors.
Learning Supports, through Core (Tier 1) supports and Supplemental (Tier 2)
services, will meet the needs of most students, however, we recognize there are
students who may require more intensive assistance. As a result, each building have
programs and services to target students who are struggling either academically,
socially, emotionally or behaviorally. These supports are considered Tier 3 Learning
Supports and are in place to help students who need intensive, targeted
interventions to be successful. These services are provided by the At-Risk program
and the Counseling services at each building and are intended to target a small
population of students.
The documents in this packet illustrate the philosophy, guiding principles, and
processes of Learning Supports across the district. The Board of Education
recognizes some students may require additional support to be successful and reach
their potential with the ultimate goal of graduation. (District Policy, code No. 604.4)
The Learning Supports Plan reflects the work and collaborative efforts of many
people across the district: Counselors, At-Risk Coordinators, District Advisory
Council, District Leadership Team, and Administrators.
Monitoring and evaluation of effectiveness of Learning Supports will remain a
continuous process in the district as a shared vision and goal exists to ensure
success of all students.
Program Goal
4
The goal of Learning Supports in the Oskaloosa Community School
District is to prepare students for academic, social, and emotional
success at each educational level so 100% of students will graduate
from High School.
Learning Supports Philosophy
A shared belief that ALL students are capable of learning and success at each level of
education drives the Learning Supports Plan in the Oskaloosa Community School
District. Through the efforts of ALL caring staff across the district, our students
have the chance to be successful and ultimately graduate from High School.
Developing Iowa’s Youth – Investing in Iowa’s
Future
(Iowa’s Learning Supports, Fall 2004)
“It is only by individuals taking action to alter their
own environment that there is any chance for deep
change… If teachers and educators want to make a
difference, and this is what drives the best of them,
this moral purpose by itself is not good enough.
Moral purpose needs an engine, and that engine is
individual skilled change agents, pushing for changes
around them, intersecting with other like-minded
individuals and groups to form the critical mass
necessary to bring about continuous improvement.”
Michael Fullan
“Unless someone like you cares a whole
awful lot, nothing’s going to get better. It’s
not.”
Dr. Seuss
5
Learning Supports Organization
The District Advisory Committee (DAC) monitors the Learning Supports Plan in the
Oskaloosa Community School District. The group consists of teachers, parents and
administrators who review the evaluation of programs and services provided to
students at each level. The District Leadership team analyzes, evaluates and makes
recommendations to the Board of Education regarding supports provided at their
educational level.
MS
HS
Elem
DLT
District
Learning
Supports
Advisory
Group
(DAC)
Intensive
Interventions
(for a few) Tier 3
Each building’s Learning
Supports programs and
services serve either the
Core – for all students – Tier
1 - as preventative measures Supplemental Interventions
built into the age
appropriate educational (for some) Tier 2
programming of the
building, are supplemental
interventions- Tier 2 - for
students who require
additional assistance or are Universal Interventions
intensive interventions – (for all - Core) Tier 1
Tier 3 - for students who
6
need even additional support.
7
Learning Supports Flowchart: Each
building has a continuum of
services to use if a student is
struggling. Though not necessarily
linear like this flowchart, there are
tiered supports available to
teachers and administrators to
create success for a struggling
student
8
Learning Supports By Building
Elementary Learning Supports
Tier 1 Supports
o Use of a variety of classroom strategies to assist students who struggle
to understand content related to the subject
o Use PLC to identify struggling students
Place students in classroom intervention groups based on
targeted need
Tier 2 Supports
o Use of instructional interventionist to provide either classroom
assistance to student or pull student out for 1-1 instructional
assistance
Tier 3 Supports
o After School Program providing tutoring on specific content/skills
Middle School Learning Supports
Tier 1 Supports
o Use of a variety of classroom strategies to assist students who struggle
to understand content related to the subject
o Use PLC to identify struggling students
Tier 2 Supports
o Re-Teaching period during the school day to focus on Grade Level
Benchmarks that students are struggling to learn
Tier 3 Supports
o After School Program targeting Math and Reading Comprehension
o 2nd Chance Reading for Struggling Learners
o Credit Recovery using e-20/20 software
High School Learning Supports
Tier 1 Supports
o Use of a variety of classroom strategies to assist students who struggle
to understand content related to the subject
o Use PLC to identify struggling students
Tier 2 Supports
o Use of e-20/20 software to provide re-teaching based on skills related
to Grade Level Benchmarks
o Before and After school Tutoring option for students
Tier 3 Supports
o 2nd Chance Reading for Struggling Learners
o Credit Recovery using e-20/20 software
9
Intervention Types to Address Barriers to Learning
The Oskaloosa Community School District has adopted seven content areas of
Learning Supports to form the structure and identify the varied needs of students.
These seven content areas assist with organizing, understanding and selecting the
appropriate intervention for students. The content areas provide a framework
where a continuum of support programs and services can be organized. The seven
content areas come from the Iowa Department of Education’s “Developing Iowa’s
Youth Investing in Iowa’s Future” plan (2004) as well as The Louisiana Department
of Education’s document “Addressing the Internal and External Barriers to Learning
and Teaching - Louisiana’s Comprehensive Learning Supports System: the Design
Document” (2009).
Child/Youth
Supports for Instruction
Engagement
Family
Supports for Transition
Supports/Involvement
Crisis Community
Intervention/Prevention Partnerships/Support
Safe, Healthy, Caring
Learning Environment
10
Intervention Types to Address Barriers to Learning Defined
Supports for Instruction
Bring additional supports into the classroom to assist in the classroom
Expand instructional strategies
Use of pre-referral interventions
Enhance and personalize professional development
Utilize co-teaching
Enrichment activities provided
Caring and Supportive climate approaches
Family Supports/Involvement
Address the learning needs of families
Improve communication between home and school
Involve parents and families in decision-making
Use of parent volunteers
Information sharing
Enhance awareness of programs and services
Timely referral interventions to outside agencies
Community Partnerships/Support
Plan, access, and utilize community groups and organizations
Use community volunteers
Promote sense of community
Safe, Healthy, Caring Learning Environment
Promote school-wide initiatives to ensure safety and well being of students
Crisis Management
Emergency Procedures
Crisis Assistance/Prevention
Ensure immediate assistance in emergencies
Provide follow-up care as necessary
Crisis team formed
Response plans formed
Anti-Bullying/Harassment programs established
Supports for Transition
Social support for new students and families
Transition program for before school, after school, breaks
Articulation plans – grade to grade, building to building
Summer intersession programs
11
School to work/higher education
8th grade plan
Child/Youth Engagement
Student involvement in the community
Community Service Projects
Volunteering
Contributions to community
Oskaloosa Community School District Learning Supports to
Address Barriers to Learning
This graphic illustrates the variety of Learning Supports offered across the district.
The more preventative supports provided, the fewer supplemental or intensive
supports should be required. In order to ensure these programs and services are
effective, review of each program must take place. Goals and data to be collected
annually for each building-wide Learning Supports program can be viewed in
Appendix C.
Credit Recovery (e-20/20), 2nd
Chance Reading, Student Intervention
Intensive – Tier 3 Team, e-mentoringAfter School
Program, Counseling Groups,
community programs, retention
ELL Instruction, Tutoring, Instructional strategist
Supplemental – to push in a classroom for instructional support or
pull student out for suppports, re-teaching period,
Tier 2 before school/after shool tutoring option, e-
20/20 for instructional support
Core – Differentiated instruction, use of small group instruction, use of a variety of
different instructional techniques to assist ALL students, classroom
Tier 1 intervention groups based on content/skill need, re-teaching and re-
assessing, pretesting students, integration of the Characteristics of Effective
Instruction
12
Identification Procedures for students who are “At-Risk”
Learning Supports as defined by Developing Iowa’s Youth – Investing in Iowa’s Future
(2004), are a wide range of strategies, programs, services, and practices
implemented across the district to create the necessary conditions and
environments to promote student learning. Learning Supports promote the
prevention of problems with students who may be “at risk” or address the complex
or intensive needs of some students. The state of Iowa requires us to identify
students who fit into the category of “at-risk”, detail the programs the district has to
address their unique needs, and provide data to support the program’s success.
Funds are provided for services specifically designed to assist students who are part
of the Tier 2 and Tier 3 programs.
The results of Learning Supports in the Oskaloosa Community School District are to
ensure ALL children:
Are successful at each level of schooling
Are emotionally and socially adjusted
Have the benefit of safe/supportive schools and staff
Have a connection to school
Graduate from High School
Are prepared for productive adulthood
Learning Supports are available as part of the overall programming of each
school, however, we recognize some students may require supplemental (Tier 2)
or intensive (Tier 3) supports at some time during their educational career. In
order to determine the needs of individual students, identification criteria have
been established. Once students are identified, the appropriate assistance can be
determined for that child.
Each building has a set of criterion or indicators to determine supplemental
(Tier 2) or intensive (Tier 3) support. The criterion is based on age appropriate
indicators. The individual checklists for each building can be found in Appendix
B.
An assessment, using the checklist, is completed when a student enters the
building or enrolls as a student in the district. Using information the previous
building forwards to the next building, records are analyzed to determine if on-
going supplemental or intensive assistance is required.
At the end of each trimester, students who have been identified as needing
additional supports or recommended to the Student Assistance Team (SAT), are
monitored and information is updated.
11
On the following page are the Criterion and Indicators included on each checklist. A
point value is determined to provide an overall score. A specific score and level will
indicate if supplemental or intensive support is required.
Criterion/Indicators
Each Indicator falls into four categories: Social, Behavioral, Academic, and Personal
Esteem. Each category is weighted in terms of how many indicators may be present
in a child’s life as well as the intensity of the indicator and the potential impact to
the child. To be identified as “at-risk” for funding purposes, 2 of the 4 indicators
must be present for a student. Each particular program targets specific indicators to
assist students based on their individual needs.
1. Social Indicators
a. Poor attendance
b. Recent crisis at home (death, etc)
c. Out of home placement
d. Substance abuse
e. Victim of abuse
f. Parent background
g. Parent uncommunicative
h. Isolated socially, economically, geographically
i. Transient
j. Inability to pay fees
k. Teen parent or pregnant
l. Suicidal tendencies
m. Adjudicated
n. No extra-curricular involvement
o. Homeless
2. Behavioral Indicators
a. Frequent peer conflict
b. Suspended 2 or more times
c. Dropout
d. Expelled from school
e. Frequently tardy to class
f. Sudden negative changes in classroom performance or social
interactions
g. Exhibits sexual promiscuity
h. Dislike for school, frequently mentions not belongs
i. Disruptive
j. Unable to transition well (building to building)
3. Academic Indicators
a. More than a grade level behind
12
b. Low motivation
c. Assignment completion problems
d. Retained or held back
e. Inability to cope with class schedule
f. Course selection is random
g. Failing more than one class/subject
h. Limited English proficiency
i. Poor organization of study habits, materials
j. Low achievement scores
k. Limited participation
l. Poor grades
4. Personal Esteem Indicators
a. Unhealthy physical appearance
b. Lack of friends
c. Negative peer pressure
d. Difficulty meeting long-term goals
e. No identified career interests
f. No plans upon graduation
Student Assistance Team (SAT)
Each building has a SAT whose responsibility it is to guide a process to determine
the interventions required for students recommended or identified by staff as
needing additional support. Only after multiple attempts at the classroom level (Tier
1 and Tier 2) have not been successful, the SAT intervenes on the behalf of a
student. Using the established criteria, SAT members determine the individual
needs of students, ultimately allowing the student to be successful in school.
Each SAT has teachers, AEA representatives, the At-Risk coordinator (if applicable),
guidance counselors, and administrators as part of the team. Health care
professionals and outside agencies are contacted as needed on a case-by-case basis.
Professional Development
On-going professional development is critical to providing the necessary Learning
Supports to our students. Following the Iowa Professional Development Model, the
Oskaloosa Community School District engages in a wide variety of professional
development opportunities and activities. Supporting the Core (Tier 1) is the
priority of professional development each year. New staff is provided with an
orientation to specific programs and services at each building level as appropriate
to ensure consistent application.
Learning Supports for instruction are the focus of the majority of monthly
professional development opportunities. Oskaloosa Community School District
13
recognizes the need to build the capacity of our teachers. A Learning Community
philosophy and structure enables collaboration among teachers and dialogue
around student issues. Curriculum, Instruction, and Assessment professional
development and training is an integral part of the work teachers participate in as
well. Teachers use the collaborative time to address the needs of struggling students
as outlined previously in this document.
On-going professional development opportunities are available and attendance is
encouraged for those who provide supplemental (Tier 2) or intensive (Tier 3)
services at each level. Conventions, workshops or conferences provide updated
information to providers of such programs. Additional funding is made available to
fund these professional development opportunities.
Learning Supports Program Review
Time, effort, and resources are provided for Learning Supports in the Oskaloosa
Community School District. As a result, it is critical to determine whether the
programs and services provided are effective in assisting students to be successful.
A comprehensive program evaluation process has been established to analyze and
review each program providing supplemental or intensive support to students. A
student results Matrix and KASAB have been completed to assist with identification
of the following:
Program Goal
Essential Questions
SMART Goal for each question
Data to collect to determine goal attainment
Who and when data will be collected
Communication – who and how
Once all data is collected, each program is analyzed and evaluated. Data driven
decisions are made based on all information. Recommendations are made and
either the program continues as is, adjustments are made to the existing program,
or the program is terminated.
The Student Results Matrix and KASAB completed for each program can be found in
Appendix C
14
Appendix A
Building Continuum Maps
15
Building: Elementary
Instructional Support = Strategies to provide supplemental and intensive supports to ensure that children have the full benefit of a quality education.
Family Involvement = Promote and enhance involvement of parents and family members in education.
Community Partnerships = Promote school partnerships with multiple sectors of the community to build linkages and collaborations for youth
development, services, opportunities, and supports.
Safe, Healthy Environments = Promote school-wide environments that ensure the well-being and safety of all children through efforts and proactive
planning.
Youth Involvement = Promotes opportunities for youth to be engaged in and contribute to their communities
Transition Supports = Addresses a variety of transition concerns with children and families
Funding Continuum Content Area Population Served
Source
Risk/Learning
Supplemental
Environment
Safe, Healthy
Instructional
Partnerships
Involvement
Community
Transition
Education
Intensive
Supports
(Specify)
Growth
Support
Support
Support
General
Growth
Yes All.
No All.
Special
Part B
Family
Program, Service Person(s) Assigned
Youth
Other
Core
ELL
At-
or Strategy to Program
X Conflict X X X Counseling Services
Management Group
X SAT X X X X X X X X Counselors/SAT
X X After School X X X X X X After School
Program Staff/Coordinator
X Intervention X X X Classroom teachers
Groups
X Instructional X X X Instructional Coach
Strategist and Strategists
16
Building _Middle School
Instructional Support = Strategies to provide supplemental and intensive supports to ensure that children have the full benefit of a quality education.
Family Involvement = Promote and enhance involvement of parents and family members in education.
Community Partnerships = Promote school partnerships with multiple sectors of the community to build linkages and collaborations for youth
development, services, opportunities, and supports.
Safe, Healthy Environments = Promote school-wide environments that ensure the well-being and safety of all children trough efforts and proactive
planning.
Youth Involvement = Promotes opportunities for youth to be engaged in and contribute to their communities
Transition Supports = Addresses a variety of transition concerns with children and families
Funding Continuum Content Area Population Served
source
Person(s) Assigned to
Instructiona
ng Supports
Supplement
Risk/Learni
Partnership
Involvemen
Community
Environme
Transition
Education
Program, Service or Strategy Program
Intensive
l Support
(Specify)
Support
Support
Healthy
General
Growth
Special
Family
Growth
Yes All.
No All.
Part B
Youth
Other
Core
Safe,
ELL
At-
nt
al
s
t
X Small Group Counseling X X X X X Counseling Services
X 2nd Chance Reading for struggling X X X X 2nd Chance Reading teachers
learners
X X After School Program X X X X X X Counseling Services
X Student Assistance Team (SAT) X X X X X X X X X X X Counseling Services
X At Risk Services X X X X X X X X At Risk Coordinator
X Re-Teaching period X X Classroom Teachers
17
Building: High School
Instructional Support = Strategies to provide supplemental and intensive supports to ensure that children have the full benefit of a quality education.
Family Involvement = Promote and enhance involvement of parents and family members in education.
Community Partnerships = Promote school partnerships with multiple sectors of the community to build linkages and collaborations for youth
development, services, opportunities, and supports.
Safe, Healthy Environments = Promote school-wide environments that ensure the well-being and safety of all children through efforts and proactive
planning.
Youth Involvement = Promotes opportunities for youth to be engaged in and contribute to their communities
Transition Supports = Addresses a variety of transition concerns with children and families
Funding Continuum Content Area Population Served
Source
Special Education
At-Risk/Learning
No All. Growth
Yes All. Growth
Family Support
Other (Specify)
Supplemental
Environment
Safe, Healthy
Instructional
Partnerships
Involvement
Community
Transition
Program, Service Person(s) Assigned
Intensive
Supports
Support
Support
General
Part B
Youth
or Strategy to Program
Core
ELL
X Credit Recovery (e- X X X X At Risk Coordinator
20/20)
X SAT (Student X X X X X X X X X X Counseling Services
Assistance Team)
X Support Groups X X X X X X X X X X Counseling Services
X SIT (Student X X X X X X X X X X X Counseling Services and
Intervention Team) SAT
X Before/After School X X X At Risk Coordinator
Tutoring
X 2nd Chance Reading For X X X 2nd Chance Reading
Struggling Learners Teachers
19
Appendix B
Building Identification Checklists
22
Elementary At Risk Checklist Final Format
Mrs. Jones 2008 - 2009 SY
Grade 4
John
John
John
John
John
John
John
John
John
John
John
John
John
John
John
Adams,
Adams,
Adams,
Adams,
Adams,
Adams,
Adams,
Adams,
Adams,
Adams,
Adams,
Adams,
Adams,
Adams,
Adams,
LEVEL A: MAJOR INDICATORS OF AT-RISK (1 or more = 5 pts)
1 Obsessed with media/gaming violence
2 Expelled from school
3 Homeless
Diagnosed mental illness interferring with school
4 performance
5 Suicidal tendencies
6 Adjudicated
LEVEL B: INDICATORS OF AT-RISK (1 point each)
SOCIAL INDICATORS
1 Poor attendance / Frequently tardy - may be on mediation contract
2 Recent Crisis (divorce, death in family, illness)
Recent out of home
3 placement
4 Substance use or abuse / drug affected
Victim or Perpetrator of
5 abuse
Parent Background: Drug use, Dropout, Low Income, No Post Educ. /
6 Training
Parent/guardian unfamiliar with/not able to use community service
7 agencies
Culturally, socioeconomically or geographically
8 isolated
23
Transient (frequently moves from school to
9 school)
Inability to pay fees, lunch tickets, transportation,
10 materials
BEHAVIORAL INDICATORS
Suspended two or more
11 times
Unacceptable behavior in various settings -
12 anger/withdrawal
Dislike for school, frequently mentions not
13 belonging
14 Frequent peer conflict
Inattentive, Disruptive in school, FBA / SAT
15 started
16 Is not accepted in social settings
17 Negative peer group
18 Exhibits sexual promiscuity
19 Lack of friends
ACADEMIC INDICATORS
Failing one or more
20 subjects
Currently is two years below grade level in
21 reading/math
Inability to adjust to transitional steps in
22 educational process
23 Limited English proficiency
Low aptitude/skills to achieve passing grades or identified IEP,SAT
24 intervention
25 Low motivation as a learner
Sudden negative changes in classroom performance or social
26 interactions
Poor organization of study habits, lost homework, lacks necessary
27 materials
28 Lacks responsibility for work completion
24
29 Whole grade retention
PERSONAL ESTEEM INDICATORS
30 Unhealthy physical appearance
31 Low self-esteem / confidence / body image
No extracurricular involvement / personal
32 interests
POINTS
8 pts or more = High At Risk Ranking LEVEL AT RISK
5 - 7 pts = Moderate At Risk Ranking
4 pts, or less = Low At Risk Ranking Directions: Each item in Level B is equal to 1 point. If a student has 1 or more items
checked in Level A, add 5 points.
Checklist: cont.
Adams,
John
Adams,
John
Adams,
John
Adams,
John
Adams,
John
Adams,
John
Adams,
John
Adams,
John
Adams,
John
Adams,
John
Adams,
John
Adams,
John
Adams,
John
Adams,
John
Adams,
John
LEVEL A: HIGHLY AT RISK EXHIBITING ONE CRITERIA (8 pts)
1 Obsessed with media/gaming violence
2 Expelled from school
3 Homeless
Diagnosed mental illness interferring with school
4 performance
5 Suicidal tendencies
25
LEVEL B: HIGHLY AT RISK EXHIBITING TWO CRITERIA (5 pts)
1 Adjudicated
2 Poor attendance, on a mediation contract
3 Recent Crisis (divorce, death in family, illness)
Recent out of home
4 placement
5 Substance use or abuse / drug affected
6 Transient (frequently moves from school to school)
Victim or Perpetrator of
7 abuse
Currently is two years below grade level in
8 reading/math
9 Is not accepted in social settings
10 Whole grade retention
LEVEL C: HIGHLY AT RISK EXHIBITING THREE CRITERIA (3 pts)
Culturally, socioeconomically or geographically
1 isolated
Exhibits sexual
2 promiscuity
3 Frequent peer conflict
Frequently tardy to
4 school
Inability to adjust to transitional steps in educational
5 process
Limited English
6 proficiency
Low aptitude/skills to achieve passing grades or identified IEP,SAT
7 intervention
Low motivation as a
8 learner
9 Negative peer group
10 Repeating one or more
26
classes
Sudden negative changes in classroom performance or social
11 interactions
Suspended two or more
12 times
Unacceptable behavior in various settings -
13 anger/withdrawal
Parent/guardian unfamiliar with/not able to use community service
14 agencies
15 Inattentive, Disruptive in school, FBA / SAT started
Parent Background: Drug use, Dropout, Low Income, No Post Educ. /
16 Training
17 Unhealthy physical appearance
LEVEL D: HIGHLY AT RISK EXHIBITING THREE CRITERIA (2 pts)
Failing one or more
1 subjects
2 Lack of friends
3 Dislike for school, frequently mentions not belonging
Poor organization of study habits, lost homework, lacks necessary
4 materials
Inability to pay fees, lunch tickets, transportation,
5 materials
6 Lacks responsibility for work completion
7 No extracurricular involvement / personal interests
8 pts or more = High At Risk Ranking POINTS
LEVEL AT
5 - 7 pts = Moderate At Risk Ranking RISK
4 pts, or less = Low At Risk Ranking
27
28
OSKALOOSA SENIOR HIGH STUDENT-AT-RISK CRITERION CHECKLIST
Name Class of 2013 Date
LEVEL A: Students are At-Risk when they exhibit one or more of these criteria √ if Present
1. Adjudicated
2. Dropout
3. Expelled from school
4. Homeless
5. Poor attendance, missing one day per week, on a mediation contract
6. Pregnancy
7. Recent crises (divorce, death in family, illness)
8. Recent out of home placement
9. Substance use or abuse
10. Suicidal tendencies
11. Teen parent
12. Transient (frequently moves from school to school - within and outside the district)
13. Two grade levels behind (ie. 9th grade student repeating a 7th grade class)
14. Victim of abuse
15. Victim of overwhelming peer harassment
LEVEL B: Students are At-Risk when they exhibit two or more of these criteria √ if Present
1. Culturally, socioeconomically or geographically isolated
2. Exhibits sexual promiscuity
3. Frequent peer conflict
4. Frequently tardy to school
5. Inability to adjust to transitional steps in educational process (elementary to jr. high to high school)
6. Limited English proficiency
7. Low aptitude and/or skills for competitive work
8. Low motivation to complete assignments
9. Negative peer pressure (social crowd of dropouts, delinquents, and/or poor achievers)
10. One grade level behind (ie. 9th grade student repeating a 8th grade class)
11. Retained one or more years in school
12. Sudden negative changes in classroom performance or social interactions
13. Suspended two or more times
14. Unacceptable behavior in various settings
15. Unfamiliarity with and inability to use community service agencies
16. Unhealthy physical appearance
LEVEL C: Students are At-Risk when they exhibit four or more of these criteria √ if Present
1. Inability to cope with a full class schedule Low grades in one or more classes
2. Lack of friends
3. Dislike for school, frequently mentions not belonging
4. Poor organization of study habits, can't find homework, lacks the necessary materials
5. Inability to pay fees, lunch tickets, transportation, materials
6. Difficulty meeting long-term goals
7. No extracurricular involvement
8. Frequently tardy to classes
9. No identified career interests
29
10. Course selection is highly random, leading towards no specific postsecondary education or career
11. No reasonable career plans upon graduation or beyond
30
Appendix C
Program Evaluation Matrices
31
Program: Elementary Student Assistance Team (SAT) Evaluator: Curriculum Director, Building Principals, Guidance Counselors
CSIP Goal(s): All students will be proficient in reading comprehension, math, and science; All students will utilize technology to access,
organize, evaluate and communicate information; All students will feel safe, supported and connected to school
District Goal: (SMART Goal) Oskaloosa Community School District will prepare students for academic, social and emotional success at
each educational level so 100% of students will graduate from High School.
Program Goal: Provide intensive support for student success.
What are the probing / essential What are the stakeholder’s What information / data Source of information Schedule: When will Audience(s)
question(s) we need to ask in expectations for success? do we need to collect to – Who will gather we gather and analyze Who needs to know the
order to know if we have Meaningful and answer to know if we the information and the data? information?
accomplished our goal? Motivational have met our program who will analyze the
goal(s)? data?
SMART Goals
Formative and
Summative
1. Who is being served in
the program? 100% of identified Data Collection Gather Gather SAT members
students receive SAT members Every 6-8 weeks Administrative
supported Analyze Team
SAT Members Analyze District Learning
Monthly Supports Team
End of Year (DAC)
2. Was the intervention 100% of students Data Collection Gather Gather SAT members
successful? referred to SAT SAT members Every 6-8 weeks Administrative
had a successful Analyze Team
outcome. SAT Members Analyze District Learning
Monthly Supports Team
End of Year (DAC)
3. How are teachers SAT files are organized Data Collection Gather Gather SAT members
accessing student and placed in a SAT members Every 6-8 weeks Administrative
data? common shared folder Analyze Team
for teacher access. SAT Members Analyze District Learning
Monthly Supports Team
End of Year (DAC)
32
Program: Conflict Resolution Evaluator: Elementary Counselor
CSIP Goal(s): All students will be proficient in reading comprehension, math, and science; All students will utilize technology to access, organize, evaluate
and communicate information; All students will feel safe, supported and connected to school
District Goal: (SMART Goal) Oskaloosa Community School District will prepare students for academic, social and emotional success at each educational
level so 100% of students will graduate from High School.
Program Goal: Students will acquire the skills of conflict resolution and apply conflict resolution skills in school / home settings.
What are the probing / What are the What information / Source of Schedule: When will Audience(s)
essential question(s) we need stakeholder’s data do we need to information – we gather and Who needs to know
to ask in order to know if we expectations for success? collect to answer to Who will gather the analyze the data? the information?
have accomplished our goal? Meaningful and know if we have met information and
Motivational our program goal(s)? who will analyze the
data?
SMART Goals Formative and
Summative
1. Are students using the
process? Expectation is for 100% of At the end of each Greg McCaulley, Data is collected at Results are shared
students will use the process. trimester we collect coordinator, will the end of each with principals and
Students will use the process data from the conflict collect and analyze trimester and teachers with the goal
in a variety of settings. report forms. the data. analyzed around 8 of helping staff better
key areas. manage the
playground.
2. Do the conflict managers Conflict managers receive We collect data around Greg McCaulley, Data is collected at Results are shared
know the process well training and practice sessions. the percentage of coordinator will the end of each with principals and
enough to help their Managers are drilled on the conflicts which went collect and trimester and teachers with the goal
peers? steps and are given special through all steps w / analyze the data analyzed around 8 of helping staff better
scenarios to rehearse. without a final key areas. manage the
resolution. playground.
3. How effective is the Expectation is that 100% of To determine Greg McCaulley, Data is collected at Results are shared
process? students will use the process effectively we look at coordinator will the end of each with principals and
rather than resort to physical the number of collect and trimester and teachers with the goal
confrontation. completed sessions vs. analyze the data analyzed around 8 of helping staff better
resolved / not key areas. manage the
resolved. playground.
33
Program: MS Student Assistance Team (SAT) Evaluator: Curriculum Director, Building Principal, Guidance Counselors, At-
Risk Coordinator, Credit Recovery Teacher
CSIP Goal(s): All students will be proficient in reading comprehension, math, and science; All students will utilize technology to access,
organize, evaluate and communicate information; All students will feel safe, supported and connected to school
District Goal: (SMART Goal) Oskaloosa Community School District will prepare students for academic, social and emotional success at
each educational level so 100% of students will graduate from High School.
Program Goal: Provide intensive support for student success.
34
Program: HS Student Assistance Team (SAT and SIT) Evaluator: Curriculum Director, Building Principal, Guidance Counselors, At-Risk
Coordinator, Credit Recovery Teacher
CSIP Goal(s): All students will be proficient in reading comprehension, math, and science; All students will utilize technology to access,
organize, evaluate and communicate information; All students will feel safe, supported and connected to school
District Goal: (SMART Goal) Oskaloosa Community School District will prepare students for academic, social and emotional success at
each educational level so 100% of students will graduate from High School.
Program Goal: Review referred and/or identified at risk students in order to provide suitable interventions in a confidential setting.
What are the probing / What are the What information / Source of Schedule: When Audience(s)
essential question(s) we stakeholder’s data do we need to information – will we gather and Who needs to know
need to ask in order to expectations for collect to answer to Who will gather analyze the data? the information?
know if we have success? Meaningful know if we have met the information
accomplished our goal? and Motivational our program and who will
goal(s)? analyze the data?
SMART Goals
Formative and
Summative
1. Who is being
100% of I-Plans Gather Gather SAT members
served in the
identified Accommodation SAT members Monthly Administrative
program? students receive Sheets Analyze Team
supported SAT Members Analyze District Learning
Monthly Supports Team
End of Year (DAC)
100% of Accommodation Gather Gather SAT members
2. Was the
students Sheets SAT members Monthly Administrative
intervention referred to SAT I-Plans Analyze Team
successful? had a successful Parent/Teacher SAT Members Analyze District Learning
outcome. feedback Monthly Supports Team
Referrals End of Year (DAC)
Midterm/Final
reports
Attendance
35
Program: At-Risk (Learning Supports) Credit Recovery Evaluator: Curriculum Director, Building Principal, Guidance Counselors, At-Risk
Coordinator, Credit Recovery
CSIP Goal(s): All students will be proficient in reading comprehension, math, and science; All students will utilize technology to access, organize, evaluate and
communicate information; All students will feel safe, supported and connected to school
District Goal: (SMART Goal) Oskaloosa Community School District will prepare students for academic, social and emotional success at each educational level so 100%
of students will graduate from High School.
Program Goal: Recover academic credits for students in grades 9-12 so students graduate high school.
What are the probing / What are the What information / Source of Schedule: When Audience(s)
essential question(s) we stakeholder’s data do we need to information – will we gather and Who needs to know
1. Who is in order to
need to askserved in Credit 100% expectations for
of students behind, or Names to answer
collect of identified to Who will gather
Gather analyze the data?
Gather the information?
Credit Recovery
Recovery? potentially behind, in credits students behind in the information
Student Services On-going collection Teacher
know if we have success? Meaningful
receive services through
know if we have met
credits Analyze Analyze Student Services
accomplished our goal? Creditand Motivational
Recovery our program and who will
Student Services On-going analysis Principal
goal(s)? analyze the data?
Credit Recovery Spring – scheduling SAT/SIT
SMART Goals Teacher time Parents
Formative and Students
Summative
1. Who is being
100% of SAT Referral form Gather Gather SAT members
served?
identified SAT Minutes SAT members Monthly Administrative
students are SAT Summary Analyze Team
supported Report SAT Members Analyze District Learning
Monthly Supports Team
End of Year (DAC)
100% of SAT Referral form Gather Gather SAT members
2. What was
students SAT Minutes SAT members Monthly Administrative
the result of referred to SAT SAT Summary Analyze Team
the referral? had a successful Report SAT Members Analyze District Learning
Was the outcome. Referrals Monthly Supports Team
Midterm/Final End of Year (DAC)
intervention
reports
successful? Attendance
36
2. How many students 100% of students recover Student Transcripts Gather Gather Credit Recovery
recover lost credits? 100% of lost credits while Student Services End of each Teacher
served in Credit Recovery Analyze trimester Student Services
Student Services Analyze Principal
Credit Recovery End of each SAT/SIT
Teacher trimester Parents
Principal Students
School Board
3. How many students in 100% of students who are Student Transcripts Gather Gather Credit Recovery
Credit Recovery graduate provided credit recovery Student Services End of each Teacher
from high school? services graduate from High Analyze trimester Student Services
School. Student Services Analyze Principal
Credit Recovery End of each SAT/SIT
Teacher trimester Parents
Principal Students
School Board
37
