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.
Review and refine the Edmentum / Credit Recovery Protocol: Big takeaway - we want to be sure that our courses in PLATO are aligned to the same standards and are comparable to the district course, that we are creating those in collaboration with a teacher licensed to teach that course. Continuously improving on this process, finding consistency with the Director of At-Risk Programming will help us to align with centralized leadership. Upcoming goals: ensure that we have collaborative structures for PLATO course creation, clear and consistent management of courses, alignment to Iowa Core using the Correlation Coverage report (including matching rigor to face-to-face courses), allocating resources to ensure the monitoring of student progress, access to direct instruction, and providing intervention. A system for determining the effective from a program standpoint. (Lindsay will compile this data so that the current state can be described)

10. Credit Recovery Courseware (Plato)
Next Steps/Goals, continued
System for determining/monitoring effectiveness of Plato for students needing to recover credit(s).
Review and refine the Edmentum / Credit Recovery Protocol: Big takeaway - we want to be sure that our courses in PLATO are aligned to the same standards and are comparable to the district course, that we are creating those in collaboration with a teacher licensed to teach that course. Continuously improving on this process, finding consistency with the Director of At-Risk Programming will help us to align with centralized leadership. Upcoming goals: ensure that we have collaborative structures for PLATO course creation, clear and consistent management of courses, alignment to Iowa Core using the Correlation Coverage report (including matching rigor to face-to-face courses), allocating resources to ensure the monitoring of student progress, access to direct instruction, and providing intervention. A system for determining the effective from a program standpoint. (Lindsay will compile this data so that the current state can be described)

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
A system of interventions can only be as effective as the individual interventions of which it is comprised.
Example: if a particular intervention has an X under Directive, the team should discuss and determine how staff will require students to attend.
Fix X, and the intervention becomes more effective.

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
Erik