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Interventions/Reading (March 8) 1. What does the data tell us? The percentage of students receiving interventions in English 1-3 has decreased 5% or less over the past quarter. The percentage of seniors receiving interventions increased by 28%. 2. What does the data not tell us? Students beginning and ending skill levels are not part of the data. The number of instructional hours students receive is not part of the data. 3. What are the causes for celebration? Students who are the lowest level readers are receiving priority interventions in the earlier grades (9 th and 10 th ). All students in 12 th grade receive reading interventions for college and career readiness. Each 11 th and 12 th grade student received one-on-one conferencing about college and career readiness 4. What are the Opportunities for Improvement? PLAN and ACT practice scores should continue to be a focus for identifying students for interventions. Differentiated Instruction will be used more effectively during classroom interventions. 5. What are our next steps? Continue to review Friday intervention groups on a regular basis to refer students who need interventions and exit those who have met targets Communicate Seneca College information through our Web page, DEAN alert, and morning and afternoon announcements Continue providing small group sessions for 12 th grade students to prepare for COMPASS 24
Targeted Intervention Plan-Reading Specify types of interventions at work for various student groups. Attach an intervention plan, if appropriate. Discuss how students were identified (which data sets were considered when making the identification), how progress is being monitored, and how interventions are adjusted with new or additional data. October Grades 9-11: Students were identified for intervention groups by using student’s Explore, PLAN, or ACT scores on the college and career readiness benchmarks for the state. Students were assigned to math and English first based on these scores. Progress is being monitored on SharePoint for all PLC’s to track their data effectively. Students can only be referred out of intervention if students are meeting standards and are passing the class with an A or B in the class. A PIA (Prepare – Inquiry – ACT) was used to form an Intervention Committee for teacher’s to have input in the development of Friday Interventions. Grade 12: Students who scored below benchmark on ACT Reading and/or English were assigned to a transitional course for the first trimester. Teachers use ACT data to regroup students for differentiated instruction. December Teachers created intervention rosters of students in part B courses based on performance in Units 1 and 2. Students continue to develop those skills and changes will be made on diagnostic and common formative assessment data. Grade 11 students who do not have an English course for second trimester will receive interventions on Fridays based on their practice ACT results (with detailed subskill reports). Students in part A courses are referred to HIP based on formative assessment data. Based on diagnostic results, teachers regroup, refer, and reteach specific skills. Teachers who teach common periods of the same course regroup their students to address common skills. Jan/Feb Study Island accounts were purchased for all 9 th and 10 th graders to provide individualized instruction and tracking of individual skills. Teachers use this program as both a regular part of in-class instruction and as support for interventions. Students in each grade level receive Friday interventions. English 1 and English 2 teachers formed their intervention groups based on lowest level readers. English 3 teachers provide reading interventions to students not currently in English 3, based on their individual scores. English 4 interventions include support for students in danger of failing and small group instruction for COMPASS and ACT reading skills. Teachers analyze data each three weeks to determine both student growth and need for changes to intervention rosters. 25
Page 1 and 2: DISTRICT 180-Louisville Region SCHO
Page 3 and 4: *Increase in attendance rate from f
Page 5 and 6: Behavior Interventions (Beyond Univ
Page 7 and 8: Behavior Intervention SMART Goals G
Page 9 and 10: Month 4 (Nov 12-Dec 11-2012) All St
Page 11 and 12: Behavior Resolution Comparison ECE
Page 14 and 15: Academic SMART Goals related to KPR
Page 16 and 17: 5. What are our next steps? Target
Page 18 and 19: Academic/Cognitive Data Continued-F
Page 20 and 21: similar ACT QualityCore questions t
Page 22 and 23: Targeted Intervention Data-Reading
Page 26 and 27: Targeted Intervention Data-Mathemat
Page 28 and 29: We need to develop additional inter
Page 30 and 31: EPAS Specific Data-EXPLORE and PLAN
Page 32 and 33: Percent of students receiving suppo
Page 34 and 35: Ninth Grade Course Failures [Report
Page 36 and 37: 9 th Grade Failures (January 7) 1.
Page 38 and 39: College Readiness - 12 th Grade Col
Page 40 and 41: College and Career Readiness (Janua
Page 42 and 43: Content Focus - English Language Ar
Page 44 and 45: Free/Reduced Lunch Students with Di
Page 46 and 47: Content Focus - Mathematics SIG ANN
Page 48: Free/Reduced Lunch (234) 32.6 Goal:
Page 51 and 52: Proficient) PERFORMANCE DATA FROM B
Page 53 and 54: 2. What does the data not tell us?

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