ane2015 2 ADS hoeaer: St Prt Save and continue survey later ADSIS Application: School Profile Final Review Review your information. 41. STATE AID - ALTERNATIVE DELIVERY OF SPECIALIZED INSTRUCTIONAL SERVICES (ADSIS) _ Welcome to the ADSIS Application! To download copies of the District and School Profile Applications in full please click HERE . You will also find a list of common questions and their answers. Reminder: Don't forget to go to MDE's grant opportunity site and download the Excel budget form and coversheet with assurances. Those documents are available HERE . Please use the title search: ADSIS. The budget and coversheet with assurances must also be completed and submitted into the SERVS site by April 16, Midnight. 2. District Information 1. Name of person completing application: Wendy Ahern 2. Email of person completing application: wendya@zmsc.k12.mn.us 3. District / Charter Legal Name Zumbrota-Mazeppa School District aeanes ADSIS Applicaton: Schoa Profle Grade 3 Student Count Tested : 102 # Did not meet standards : 16 # Partially met standards : 11 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 10 44. MN Comprehensive Assessment (MCA): Mathematics - Spring 2014 (information found at MDE Data Center) Grade 3 Student Count Tested : 102 # Did not meet standards : 16 # Partially met standards : 9 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11 15. Other assessments used to determine student achievement (by grade level) if not taking MCA Ill: Grade K Assessment Used : Aimsweb Reading School Count Tested : 110 Grade Level Score : 43 Grade 1 Assessment Used : Aimsweb Reading School Count Tested : 98 Grade Level Score : 79aeons -ADSIS Applicalon: Schod Profile 6. (A) School Achievement and Discipline Data 17. Please indicate the three most prevalent types of disciplinary incidence for Zumbrota-Mazeppa Elementary School. (information found at MDE Data Center) Disruptive/Disorderly Conduct/Insubordination 18. Indicate which achievement gaps and/or grades at Zumbrota- Mazeppa Elementary School need ADSIS services based on disaggregating state accountability tests and other assessments as listed previously. (information from state andlor district-chosen assessments) Reading Achievement Gap by Race/Ethnicity/Gender N/A Reading Achievement Gap by Grade NIA Mathematics Achievement Gap by Race/Ethnicity/Gender NIA Mathematics Achievement Gap by Grade N/A Disproportionate Discipline by Race/Ethnicity/Gender NIA Disproportionate Discipline by Grade NIA 19. Briefly summarize the need for ADSIS prevention services at Zumbrota-Mazeppa Elementary School Zumbrota Mazeppa School District has a need for ADSIS prevention services because our data indicates that we have a gaps with our students’ proficiency and with their being served for their needs. We need to do better for all students based on the facts that: 4. Our students need more help in meeting reading and math standards. + An average of 41% of our students in grades 3 through 10 did not meet standards or partially met standards in Reading. + An average of 37% of our students in grades 3 through 11 did not meet standards or partially met standards in Math. 2. We have a disconnect between our teachers' understanding of Tier 1 instruction and interventions prior to referral for special education services.ar62015 ‘ADSIS Applicator: School Profile 23. The percentage of students receiving ADSIS direct services for reading in Grade One at Zumbrota-Mazeppa Elementary School who score at or above grade level targets as measured by reading assessment... Aimsweb will increase from % in fall 2015 71% to % in spring 2016. 80% 24. The percentage of students receiving ADSIS direct services for reading in Grade Two at Zumbrota-Mazeppa Elementary School who score at or above grade level targets as measured by reading assessment... Aimsweb will increase from % in fall 2015 54% to % in spring 2016. 65% 25. The percentage of students receiving ADSIS direct services for reading in Grade Three at Zumbrota-Mazeppa Elementary School who score at or above grade level targets as measured by reading assessment... Aimsweb will increase from % in fall 2015 68% to % in spring 2016. 80% 14. (C) Reading Services and Supports *The list of specific education products are taken from submitted and approved 2013-2015 ADSIS District applications and does not imply endorsement by the Minnesota Department of Education of these products to the exclusion of other products that are not listed.are2015 ADSIS Application School Profle Problem-solving and response-to-intervention have both been found in education since the 1950s (Reschley, 2008, p. 9). There exist a variety of approaches to problem-solving, and each approach provides a logical process (Tilly, 2008). Bransford and Stein (1984) developed a five-step problem-solving process (as cited in Burns & Gibbons, 2012, p. 7). The following are the five problem-solving steps: identify the problem, define the problem, explore alternative solutions to the problem, apply a solution, look at the effects of the application. This process is combined with a model used to match a continuum of student needs with supports (Tilly, 2008). It is important that the problem-solving process occurs in an organized manner within a school to effectively match supports to students (Burns & Gibbons, 2012). Probes are taken over 7 weeks with a minimum of 12 data points. Problem Solving Teams are in place to monitor data. 33. Please explain how you will monitor the indirect impact of ADSIS reading services on classroom performance and engagement behaviors. Problem Solving Teams (PST) are in place to monitor data. The MTSS Leadership Team has developed and continues to develop standard treatment protocols for PST to use. Provide a detailed description of the ADSIS exit process and criteria your team will use to determine when a student is ready to exit from ADSIS services. *The list of specific education products are taken from submitted and approved 2013-2015 ADSIS District applications and does not imply endorsement by the Minnesota Department of Education of these products to the exclusion of other products that are not listed. 34, Please select the exit tool(s) to be used to measure student achievement in reading. AlMSweb - Reading Curriculum-Based Measure (CBM) Reading 35. Type of Criteria Proficiency status 36. ADSIS teams us the following criteria to decide when a student has demonstrated a level of independence and accuracy showing readiness to exit intervention. Cut score of : 52 Proficiency range above : 34 Percentile score above : 50 Number of years above grade level : 0 Running records indicate students are able4r672015, ‘ADSIS Applicaton: Schoa Profle 38. Please select the Type of Criteria: National percentile ranking as measured against grade level peers District/school percentile ranking as measured against grade level peers 39. Indicate the criteria measure you will use to select students for ADSIS services. Cut score of : 71 Proficiency range below : 38 Percentile score below : 50 Number of years below grade level : 2 Describe the process that will be implemented to determine the selected students' abilities and needs in reading in order to monitor student performance throughout the year. *The list of specific education products are taken from submitted and approved 2013-2015 ADSIS District applications and does not imply endorsement by the Minnesota Department of Education of these products to the exclusion of other products that are not listed. 40. Please select the assessment and monitoring tool(s) to be used to measure student achievement in reading. AlMSweb - Reaarah Curriculum-Based Measure (CBM) Reading 41. Frequency Bi-Weekly 42. Decision-Making Criteria for Changing Interventions Problem-solving and response-to-intervention have both been found in education since the 1950s (Reschley, 2008, p. 9). There exist a variety of approaches to problem-solving, and each approach provides a logical process (Tilly, 2008). Bransford and Stein (1984) developed a five-step problem-solving process (as cited in Burns Gibbons, 2012, p. 7). The following are the five problem-solving steps: identify the problem, define the problem, explore alternative solutions to the problem, apply a solution, look at the effects of the application. This process is combined with a model used to match a continuum of student needs with supports (Tilly, 2008). It is important that the problem-solving process occurs in an organized manner within a school to effectively match supports to students. (Burns & Gibbons, 2012). Probes are taken over 7 weeks with a minimum of 12 data points. Problem Solving Teams are in place to monitor data. 43. Please explain how you will monitor the indirect impact ofariezo1s ADSIS Application: Schoal Profile following criteria as outlined in the Determining the Eligibility of Students with Specific Learning Disabilities Manual. A minimum of 12 data points are required from a consistent intervention implemented over at least seven school weeks in order to establish the rate of progress. Rate of progress is inadequate when the child's: 4. Rate of improvement is minimal and continued intervention will not likely result in reaching age or state-approved grade- level standards; 2. Progress will likely not be maintained when instructional supports are removed; 3. Level of performance in repeated assessments of achievement falls below the child's age or state-approved grade- level standards; and 4, Level of achievement is at or below the fifth percentile on one or more valid and reliable achievement tests using either state or national comparisons. Local comparison data that is valid and reliable may be used in addition to either state or national data. If local comparison data is used and differs from either state or national data, the group must provide a rationale to explain the difference. 47. Based on this information, please detail how you will meet these criteria for exit from ADSIS to a more intensive intervention: The PST using standard treatment protocol process will monitor intervention effectiveness by reviewing data, checking for fidelity of intervention an pleeteny and analyzing rate of improvement and sustainability of intervention. 16. (C) Reading Services and Supports - AIMSweb 48. Please select the Type of Criteria: National percentile ranking as measured against grade level peers District/school percentile ranking as measured against grade level peers 49. Indicate the criteria measure you will use to select students for ADSIS services. Cut score of : 97 Proficiency range below : 59 Percentile score below : 50 Number of years below grade level : 2 Describe the process that will be implemented to determine the selected students' abilities and needs in reading in order to1672015 ADSIS Aaylication: Sched Profile 54. Please select the exit tool(s) to be used to measure student achievement in reading. AlMSweb - Reading Curriculum-Based Measure (CBM) Reading 55. Type of Criteria Proficiency status 56. ADSIS teams us the following criteria to decide when a student has demonstrated a level of independence and accuracy showing readiness to exit intervention. Cut score of : 97 — Proficiency range above :59 Percentile score above : 50 Number of years above grade level : 0 Running records indicate students are able to. use word attack skills and decoding strategies independently and adjust reading rate as needed. The reading comprehension score of The reading comprehension score of BE from assessment Aimsweb Reading indicates that the student is able to . making inferences. If a student is not making expected progress, the team may initiate a referral for a special education evaluation based on the following criteria as outlined in the Determining the Eligibility of Students with Specific Learning Disabilities Manual. A minimum of 12 data points are required from a consistent intervention implemented over at least seven school weeks in order to establish the rate of progress. Rate of progress is inadequate when the child's: 1. Rate of improvement is minimal and continued intervention will not likely result in reaching age or state-approved grade- level standards; 2. Progress will likely not be maintained when instructional supports are removed; 3. Level of performance in repeated assessments of achievement falls below the child's age or state-approved grade- level standards; and41162015, D818 Apical: Sched Profle 62. Decision-Making Criteria for Changing Interventions Problem-solving and response-to-intervention have both been found in education since the 1950s (Reschley, 2008, p. 9). There exist a variety of approaches to probleny Sov: and each approach provides a logical process (Tilly, 2008). Bransford and Stein (1984) developed a five-step problem-solving process (as cited in Burns & Gibbons, 2012, p. 7). The following are the five problem-solving steps: identify the problem, define the problem, explore alternative solutions to the problem, apply a solution, look at the effects of the application. This process is combined with a model used to match a continuum of student needs with supports (Tilly, 2008). It is important that the problem-solving process occurs in an organized manner within a school to effectively match supports to students (Burns & Gibbons, 2012). Probes are taken over 7 weeks with a minimum of 12 data points. Problem Solving Teams are in place to monitor data. 63. Please explain how you will monitor the indirect impact of ADSIS reading services on classroom performance and engagement behaviors. Problem Solving Teams (PST) are in place to monitor data. The MTSS Leadership Team has developed and continues to develop standard treatment protocols for PST to use. Provide a detailed description of the ADSIS exit process and criteria your team will use to determine when a student is ready to exit from ADSIS services. *The list of specific education products are taken from submitted and approved 2013-2015 ADSIS District Eppleations and does not imply endorsement by the Minnesota Department of Education of these products to the exclusion of other products that are not listed. 64. Please select the exit tool(s) to be used to measure student achievement in reading. AlMSweb - Reading Curriculum-Based Measure (CBM) Reading 65. Type of Criteria Proficiency status 66. ADSIS teams us the following criteria to decide when a student has demonstrated a level of independence and accuracy showing readiness to exit intervention. Cut score of : 35 Proficiency range above : 20 Percentile score above : 50 Number of years above grade level : 0anes ADSIS Application: Scho Profile 26. (C) Reading Services and Supports 68. Based on the needs of the target population, select all Primary Locations. General Ed. Class Intervention Block 27. (C) Reading Services and Supports 69. Grades served by this delivery method: K 1 2 3 70. Instruction Delivery Group (Select all that apply) Small Group 71. Number of Minutes of Direct Instruction Per Day (#, average, or range) 20-40 72, Number of Days of Direct Instruction Per Week 5 73. What reading components will be addressed by ADSIS services? (Select all that apply) Comprehension Phonemic Awareness Phonics Fluency Vocabulary 74. What diagnostic measure will be used to identify student instructional needs? Aimsweb Reading *The list of specific education products are taken from submitted and approved 2013-2015 ADSIS District applications and does not imply endorsement by the Minnesota Department of Education of these products to the exclusion of other products that are not listed. 75. Please select the interventions that would be used to address these reading components. Accelerated Readerata201s ADSIS Application: School Profle submitted and approved 2013-2015 ADSIS District applications and does not imply endorsement by the Minnesota Department of Education of these products to the exclusion of other products that are not listed. 84. Please select the interventions that would be used to address these reading components. Accelerated Reader Leveled Literacy Intervention Repeated Oral Assisted Reading (ROAR) Sonday Reading System System 44 85. Level of Evidence Base Evidence-Based 86. What online resource(s) did you use to certify the evidence base of the intervention? What Works Clearinghouse - http://ies.ed.gov/ncee/wwc National Center on Response to Intervention: Academic Interventions Tools Chart ‘www. intensiveintervention.org/chart/instruct Florida Center for Reading Research - http:/Awww.fcrr.org/ Intervention Central - http:/www.interventioncentral.org/