Victory ’s Comprehensive Assessment System
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12-3-2013
Dennis Demuth

How Victory ’s Comprehensive Assessment System

There are four levels of support beyond the classroom teacher.

Level 1 is Classroom Support, provided by collaborative input from grade level teachers.
Level 2 is Individual Student Support – Paraprofessionals, Tutoring
Level 3 is Resource Room Based Support – Assistance through a Resource Room, Remedial Labs
Level 4 is Community Based Support – Services provided within the community
What happens before a student is moved to Level 1 – Classroom Support?
The classroom teacher uses “best practices” and does everything possible in her/her power to cause students to learn. This may include implementing a number of different strategies, techniques, resources, parent assistance, etc. There must be evidence of these attempts prior to a referral to Level 1. Teachers will have access to an academic profile completed by the previous year’s teacher. The profile will be extended into grade 9.
What happens at Level 1 – Classroom Support?
Once the classroom teacher has exhausted her/his ability to cause students to learn, the teacher seeks assistance from other teachers at their specific grade level to come in agreement in prayer for the success of each student and to participate in a collaborative effort to bring about success in the life of the student of concern.
Review Level 1 Referral. At the elementary level, the classroom teacher completes a Level 1 Referral. This referral would begin no earlier than 5 weeks into the school year (after the classroom teacher has had an opportunity to effect change). The referral is forwarded to the Grade Level Facilitator who will place the name of the student on a Level 1 Agenda. Once submitted, the Level 1 Referral is placed in a Level 1 Binder.
Review Weekly Breakdown Report. At the middle school and high school levels, the Weekly Breakdown Report serves as a Level 1 Referral. The breakdown reports will be forwarded to the Grade Level Unit Leader at the middle school level, and the Academic Facilitator at the high school level (guidance Counselors who will facilitate the process). The MS Grade Level Unit Leader and High School Academic facilitator will complete a Level 1 Agenda.
Complete Level 1 Agenda. Each Grade Level or Academic Facilitator will place the names of all students submitted thru a Level 1 Referral (from the classroom teacher for Elementary) or students who appear on the Weekly Breakdown Report for MS and HS. Part of the collaborative process is to identify areas needing intervention – math, reading, spelling, behavior, attendance, etc., types of intervention, and the student’s response to intervention - making progress, continue intervention, not making progress, etc.
Provide Collaborative Input. Within the Level 1 meeting, teachers in a collaborative effort will identify challenges and develop effective intervention plans through a strength – based, problem – solving process. Teachers share effective practices in curriculum, instructional assessment, classroom management and accommodation for students. The teachers will share information about current grades, daily participation information, attendance, academic profile, behavioral referrals, missing assignment, progress reports and information from parent conferences, email, or phone calls.
Review VCAS Student Tracking, Students at Risk, Academic Profile. The principal submits a Grade Level VCAS Student Tracking list printed from PowerSchool which contains the names of students who have been recommended for tracking (those who are on IEPs, new students on “probation” who are experiencing academic or behavioral issues, students identified as falling below the 20th and 40th percentile rank on the previous year’s SAT, those currently being served in the Regeneration program, or involved in our tutoring program (SOAR). The principal will also provide a Students at Risk report (those with current grades of D and below). The purpose of these reports is to add to this list any new students or to remove from the list students who appear to be making adequate progress. From these reports the Level 1 Team may add names of students to the Level 1 Agenda. Following the Level 1 Team meeting a copy of the Level 1 Agenda is submitted to the principal for review and updating of the VCAS tracking system.
Maintain Level 1 Binder. The Level 1 Team reviews all available data and rank-orders students in terms of the severity of challenges. A copy of this list is provided to the Division Principal for review and to update the VCAS tracking system.
Complete Intervention Strategies. The team will make recommendations to the classroom teacher or teachers for possible intervention strategies and review intervention progress of all students who have been referred.
Make Recommendations. If the Level 1 intervention plan is successful, resources are continued, modified or concluded. If the student is now functioning at grade level, they are removed from the tracking process. The length of time at level 1 may vary depending on the needs of the students. However, if after an additional 5 weeks of intervention and the student is not making any progress, consider a referral to Level 2, Individual Support.
What happens at Level 2 – Individual Support?
This level of intervention is designed to address the needs of individual students experiencing barriers to learning and in need of more targeted support. Behavioral, academic, attendance and spiritual, health and family issues are addressed at Level 2.
Submit a Level 2 Referral. Level 2 support is initiated by a referral from the Level 1 Grade Level and Academic Facilitator. Remove the Level 1 Referral from the binder and any supporting documents; check the box for level 2; update the information and forward it to the principal. The referrals will be reviewed by the Principal and forwarded to Regeneration where they will be placed on Level 2 Agenda. Only those referrals with a Comprehensive Performance Review and Intervention Strategies Overview will be considered.
Complete a Comprehensive VCAS Performance Review. The Level 1 team will complete a Comprehensive VCAS Performance Review and attach this document to the Level 2 Referral. This document helps identify areas of strength as well as academic, behavioral and spiritual concerns that have been identified at the classroom teacher level and the through Level 1 collaborative input.
Complete an Intervention Strategies Overview. The Level 1 Team also completes an Intervention Strategies Overview. This document provides a list of strategies and intervention attempts that have taken place up to this point in time and the effectiveness of each strategy.
Schedule a Conference. The principal will review the Level 2 Referral with the Regeneration Coordinator and call for a core team of school staff to join parents at a conference to determine an effective intervention plan through a strengths-based, problem – solving process gleaned from information submitted from a Comprehensive VCAS Performance Review and the intervention Strategies Overview.
Identify and Implement Additional Strategies. Helping to remove barriers to learning at Level 2 may include, but not be limited to grade level adjustments, further grade level accommodations, behavioral contracting, contingency systems, before and after school tutoring, remedial courses, Regeneration, computer enhanced instruction, extended counseling, small group participation, etc. Outside evaluations may also be required at Level 2.
Monitor Progress towards Intervention Goals. Progress towards goals will be monitored for up to 12 weeks and includes weekly progress monitoring. If the intervention activities have produced little or no improvement within 12 weeks after initiation, the student is moved to Level 3. Referral to Level 3 may take place sooner when it is apparent that additional assistance is needed. Documentation of all meetings and interventions are placed in a Level 2 binder maintained by the Regeneration Coordinator.
What happens at Level 3 – Resource Room Support
This level of intervention is designed to address the needs of individual students experiencing barriers to learning and in need of more targeted support that require more support than can be provided at Level 2.
Submit a Level 3 Referral. Level 3 support is initiated by a referral from the Level 2 Regeneration Program Director. Check the box for level 3.
Review all documentation. This includes the Comprehensive VCAS Performance Review, Intervention Strategies Overview, and Learning Sessions provided through Level 2 services.
Conduct further testing. There may be the need for further testing to better identify hindrances to learning, such as, disorganization, distractibility, weak automatization, hyperactivity, impulsivity, inflexibility, preservation, figure-ground confusion and interpersonal relations. They may include auditory receptive impediments, such, auditory reception (attention and memory, auditory comprehension and discrimination, closure) or visual perception (attention, discrimination, comprehension).
Develop a detailed remedial plan. Prior to receiving any services through the Resource Program a written instructional strategy and remedial plan is required and must be reviewed by the RPD and Principal.
Monitor Progress towards Intervention Goals. Progress towards goals will be monitored for up to 12 weeks and includes weekly progress monitoring. If the intervention activities have produced little or no improvement within 12 weeks after initiation, the student may be recommended to Level 4. Documentation of all meetings and interventions are placed in a Level 3 binder maintained by the RPD.

What happens at Level 4 – Community Based Support?
Students may be referred to Level 4 based on the following conditions:
 Shows an extremely slow rate of academic progress or communication skills in response to interventions that are appropriately designed and measured.
 Continues presence or acceleration of inappropriate behavior that significantly affects a student’s educational performance, and little or no response to positive behavior support.
 Presents needs that exceed the functional ability of services available at Victory to maintain the student in an appropriate instructional level.
During Level 4 the Level 4 team, composed of the Principal, Regeneration Coordinator, Grade Level or Academic Facilitator (Counselor) and Elementary teacher meets with the parents to review the educational options and arrange follow-up activities, which may include referral to an outside agency for further evaluation and assessment or to the public school district of residence to determine eligibility for specially designed instruction and related services under IDEA.