response to intervention - elbert county school district manual - updated... · response to...

Elbert County Schools

Response

to

Intervention (RTI)

“No school with mediocre classroom instruction ever became effective just by adding a high quality remedial or resource room program. We have added more instructional aides, more specialist teachers, and more computers and software programs, while ignoring powerful evidence on the importance of high quality classroom teaching.”

Elbert County Schools Updated October 17, 2014


Table of Contents Preface ............................................................................................................................................................................................... 3 Core Principles of RTI .................................................................................................................................................................. 4 Response to Intervention ........................................................................................................................................................... 4 Definition ....................................................................................................................................................................... 4 Major Components ..................................................................................................................................................... 4 Leadership .................................................................................................................................................. 4 Curriculum & Instruction ...................................................................................................................... 4 School Climate & Culture ...................................................................................................................... 4 Problem-Solving Process ...................................................................................................................... 4 Assessment/Progress Monitoring ..................................................................................................... 5 Community Involvement ...................................................................................................................... 5 Special Education & RTI ........................................................................................................................ 5 RTI Tiers ........................................................................................................................................................................................... 6 Tier 1 ............................................................................................................................................................................... 6 Tier 2 ............................................................................................................................................................................... 7 Student Support Team (SST)…………………………………………………………………………………………..…..…7-8 Tier 3 ............................................................................................................................................................................... 9 RTI in Practice ................................................................................................................................................................................ 9 Features of RTI ............................................................................................................................................................ 10 Key Components ......................................................................................................................................................... 11 Problem Solving Team ........................................................................................................................... 11 Problem Solving Process ....................................................................................................................... 11 Progress Monitoring – Benchmarks, Baseline, Aim Lines, and Trend Lines ...................... 12

Fluency ........................................................................................................................................................ 12-15 Data-Based Decisions ............................................................................................................................. 15

Setting Ambitious and Realistic Goals .............................................................................................. 16 Instruction & Interventions ................................................................................................................. 16-18 Implementation of RTI ................................................................................................................................................................ 18 Tier 1 ............................................................................................................................................................................... 18 Tier 2 ............................................................................................................................................................................... 18-19 Tier 3 ............................................................................................................................................................................... 20 Exceptions to Compliance…………………………………………………………………………………………......………20 References........................................................................................................................................................................................ 21 Web Resources ............................................................................................................................................................................... 22 Speech Manual ................................................................................................................................................................................ 23-25 Appendix .......................................................................................................................................................................................... 26 RTI Teacher Cheat Sheets for Tiers ........................................................................................................................................ 27-28 Annual RTI Training Agenda and Teacher Sign Off Sheet…………………………………………………………………..….29 RTI Interventions Ideas for Reading ...................................................................................................................................... 30-35 Fluency Cold and Hot Read ........................................................................................................................................................ 36-37 Fluency Benchmark Goals .......................................................................................................................................................... 38 RTI Interventions for Math ........................................................................................................................................................ 39 RTI Folder Checklist ..................................................................................................................................................................... 40 RTI Referral Form ......................................................................................................................................................................... 41 RTI Procedures for Teacher’s Use ........................................................................................................................................... 42 RTI Meeting Notes ......................................................................................................................................................................... 43 Special Ed Parent Letter when using Classworks .............................................................................................................. 44 Tier II Parent Letter ...................................................................................................................................................................... 45 Tier II Spanish Parent Letter ..................................................................................................................................................... 46 Parent Invitation for RTI Meeting ........................................................................................................................................... 47 Parent Invitation for RTI Meeting – Second Notice .......................................................................................................... 48 Tier II to Tier I Parent Letter ..................................................................................................................................................... 49 RTI Fidelity Checklist ................................................................................................................................................................... 50 Classworks Language Arts Interventions for K – 1 ........................................................................................................... 51 Classworks Math Interventions for K – 1 ............................................................................................................................. 52 Classworks Language Arts Skills Snapshot .......................................................................................................................... 53 Classworks Math Interventions Skills Snapshot ................................................................................................................ 54-55 Classworks Math Student Monitoring Form…………………………………………………………………………….…….……..56 Classworks Reading Student Monitoring Form………………………………………………………………………….…….…...57 Universal Screener Scores……………………………………………………………………………………………………………...…...58


Preface

As we discover more about the way students learn, the educational system evolves to meet the growing needs of those being served. In the last decade, significant transformations have occurred in our educational system. These transformations gave structure to the unifying beliefs that all children can learn, early intervention is the key to preventing or minimizing long-term problems, and high expectations yield higher results. While the term “Response to Intervention” (RTI) emerged from this recent evolution, many of the components of RTI are supported by thirty years of research. While each school’s pyramid of interventions may differ in content, the underlying principles are consistent on all grade levels and at all schools. This manual shall serve as a reference to those underlying principles and processes that are necessary to implement RTI with rigor, reliability, and fidelity so that the students in the Elbert County School System may have the best opportunity to achieve excellence. The 3 Tier Model for response to intervention is a by-product of differentiation in the classroom. In order to do RTI effectively, teachers must have a strong knowledge in providing differentiated instruction and data-driven assessment.

Some key features of RTI are: Begins with high quality instruction for all students in all classrooms (Tier 1) It is designed to be both preventative and proactive Uses assessment (data) to drive decision making Is highly dependent on progress monitoring that begins with a universal

screener of all students Academic interventions are systematically applied from research and

evidence-based best practices Intervention plans are designed, implemented and monitored

Response to Intervention (RTI) has been around in one form or another for years. The difference now is that educators are required to be more accountable to show that we are using data-driven instructional best practices and are implementing these consistently and with integrity.


Response to Intervention Introduction

Core Principles of RTI

RTI is grounded in the belief that ALL students can learn and achieve high standards when provided with effective teaching, research-based instruction, and access to a standards-based curriculum. A comprehensive system of tiered interventions is essential for addressing the full range of students’ academic and behavioral needs. Collaboration among educators, families, and communities is the foundation of effective problem solving, and on-going academic and behavioral performance data should inform instructional decisions. Effective leadership at all levels is crucial for RTI implementation.

Response to Intervention Definition

RTI is an integrated approach that includes general, remedial, gifted, and special education in providing high-quality instruction that is matched to individual student needs. It is based on a three-tiered model that monitors student progress with different levels of intervention intensity. By providing scientifically-based intervention to students, monitoring progress on interventions, and using this information to determine who is in need of more intensive services, RTI further builds on the requirements of the No Child Left Behind (NCLB) Act. The Individuals with Disabilities Education Act (IDEA) 2004 encourages utilizing the RTI process as an alternative approach for the identification of students with learning disabilities.

Major Components

1. Leadership: Leadership at the state, district, and building level is crucial to the fidelity of RTI implementation. It is important to establish a long-term commitment to resources and time, as well as moving the focus of RTI from philosophical understanding to actual practice. The impact of RTI involves significant systematic changes which will need to be supported throughout implementation at all levels.

2. Curriculum & Instruction: RTI involves a tiered system of interventions designed to meet the needs of all students. A strong curriculum based on state and national standards and high-quality instruction are essential.

3. School Climate & Culture: A positive school climate provides the foundation on which instruction will occur and all students will be engaged in learning. Positive Behavior Intervention Supports (PBIS) provide systematic strategies for achieving important social and learning outcomes, while preventing problem behavior with all students.

4. Problem-Solving Process: The purpose of the problem-solving process is to provide a decision-making process that will lead to the development of instructional and intervention strategies with a high probability of success.


The system must integrate the use of data, both to guide the development of effective interventions and to provide frequent monitoring of progress.

5. Assessment/Progress Monitoring: Using reliable and on-going data to drive the decision-making process, at the individual student, classroom, and school levels, is a major component of any RTI system. Types of assessment:

a. Universal Screening: Screeners measure the overall ability and critical skills known to be strong indicators that predict student performance. Screenings are administered to all students, often three times per year.

b. Progress Monitoring: Progress monitoring will be used to determine whether students are making adequate progress. Progress Monitoring provides information on the effectiveness of instruction and whether to modify the intervention.

c. Outcome: Outcome measures are given at the end of the year and are group administered. Outcome measures are used for school, district, and/or state accountability purposes. These assessments give information about the overall effectiveness of instructional programs.

6. Community Involvement: When families, schools, and communities work together, children are more successful. Forming collaborative partnerships with families and communities is more than simply working together; it involves working together to achieve mutually desired outcomes.

7. Special Education and RTI: Districts should have a referral system which ensures that:

a. Prior to, or as a part of the referral process, the child is provided appropriate, relevant research-based instruction and intervention services in regular education settings, with the instruction provided by qualified personnel; and

b. Data-based documentation of repeated assessments of achievement or measures of behavior is collected and evaluated at reasonable intervals, reflecting systematic assessment of student progress during instruction. The data-based results were provided to the child’s parents.

c. If the child has not made adequate progress after an appropriate period of time during which the conditions have been implemented, a referral for an evaluation to determine if the child needs special education and related services shall be considered.


Tier 1: Core, or Benchmark, Level

Definition: Standards-aligned instruction and school-wide foundational interventions are provided to all students in the general education core curriculum. Tier I also is used to designate students who are making expected grade level progress in the standards-aligned system and who demonstrate social competence.

Tier 1 provides the foundation for successful RTI, without which too many students would fall below benchmarks. It is recommended that intensive differentiation of instruction take place in Tier 1. For example, during independent work time, students who are weak in vocabulary can practice vocabulary with a partner or in small groups, while other students form teams to brainstorm character traits and motivations for the main characters in the story they are reading that week. Data from the various screening and progress monitoring measures should also serve a role in orchestrating differentiated instruction. Differentiated instruction under Tier 1 requires identifying and grouping students to work on targeted skills. Differentiated instruction applies to all students, while Tier 2 instruction applies only to those at risk in key areas. In order for classroom instruction to be effective, sensible data-driven instruction should permeate all of the Tiers.

Tier 1 interventions include seating arrangements, fluid and flexible grouping, lesson pacing, collaborative work, demonstrations of learning, differentiation of instruction, and student feedback. Responding to student performance is a critical element of all classroom learning environments. The teacher’s ability to identify areas of focus, scaffold the learning for the individual to reach the expectation, and support the solidification of new learning behaviors is vital to student success.

The first step to understanding the RTI process is understanding how to improve each teacher’s core teaching. This is Tier 1.

Without a strong Tier 1, the rest of RTI will fall apart and there will be way too many students going into Tier 2.

Tier 1 includes the curriculum, the core program, and the instruction that goes on in the regular classes; universal screening; and any other supplemental materials that are used with the core program or to support the curriculum. Instruction should be taking place at Tier 1 in such a way that it helps most of the student population to meet grade-level standards. In other words, if you review the data sources and see that there are more than 20% of students who seem to need Tier 2 or Tier 3 interventions, then changes need to be made to Tier 1.


All students receive instruction in an empirically supported core curriculum According to research, typically, about 80% of students in a school will

respond to a high-quality core curriculum and will make adequate progress throughout the year

Progress of all students is monitored at three points in time, during the Fall, Winter, and Spring of each school year

Benchmark data indicate students who may not be responding adequately to the core curriculum and who are in need of additional instruction

Tier 2: Supplemental, or Strategic, Level

Tier 2 includes standards-aligned instruction with supplemental, small group instruction, which may include specialized materials. Tier 2 services are generally provided inside the regular classroom. However, in some cases this may not be appropriate. Tier 2 is provided in addition to Tier 1. In other words, students still attend and complete the work from the regular class. The interventions that are selected are provided in addition to the regular class.

Students who do not respond adequately to the core curriculum Smaller group of students – Approximately 15% of the students in a school Considered “at-risk” Provided supplemental instruction/intervention (in addition to the core

curriculum), which takes place about 2-3 times per week and often in small group formats using standard protocol interventions

Most students at this level will make sufficient progress given this supplemental instruction and are “returned” to the Tier I level

Tier 3: Intensive Level

Tier 3 is also in addition to Tier 1. Therefore, a student who receives Tier 3 interventions/support also receives Tier 1 support (everything that occurs in the regular class).

Students who do not respond adequately to core curriculum and strategic level interventions

Approximately 5% of the students in a school Considered in need of intensive intervention Provided high-quality, research-based interventions; individually or in small

groups (1:1-1:3 teacher to student ratio) Changes are made to the student’s intervention based upon his/her data and

progress toward a specified goal Students who make adequate progress at this level are returned to Tier II or

Tier I level Student Support Team becomes involved in the process

Comment [WU1]: Tier 3 and SST are one in the

same correct? This isn’t directly stated here…it appears that there is Tier 2, SST, Tier 3…please

articulate that clearly.


160-4-2-.32 STUDENT SUPPORT TEAM. Code: IGB

(1) DEFINITIONS (a) Student Support Team (SST) - an interdisciplinary group that uses a systematic process to address learning and/or behavior problems of students, K-12, in a school. Referrals for evaluation for special education consideration go through the student support team process. Referrals are only considered after important decision criteria are met: 1) that scientific, research or evidence based academic or behavioral interventions have been carefully attempted , without success; and 2) that the cause of the problem is suspected to be a disability that cannot be resolved without special education services. Interventions to support the student must be continued during the special education evaluation period.

(2) REQUIREMENTS

(a) Each school shall have a minimum of one SST and shall establish support team procedures. (b) Referrals for assistance may be made by teachers and/or parents. (cb) Before a referral is made for other supplemental or support services an evaluation and/or assessment shall be conducted.

1. Prior evaluation(s) and/or assessment(s) of a student for a state or federal program shall be considered as having met this requirement.

(dc) The SST shall include at a minimum the referring teacher and at least two of the following participants, as appropriate to the needs of the student:

1. Principal 2. General education teacher 3. Counselor 4. Lead teacher 5. School psychologist 6. Subject area specialist 7. ESOL teacher 8. Special education teacher 9. School social worker 10. Central office personnel 11. Section 504 coordinator 12. Other appropriate personnel

(ed) Parents/guardians shall be invited to participate in all meetings of their child’s SST and in the development of interventions for their child. (fe) Each school shall include the following steps in the SST process:

1. Identification of learning and/or behavior problems 2. Assessment, if necessary 3. Educational plan 4. Implementation 5. Follow-up and support 6. Continuous monitoring and evaluation

Comment [WU2]: Where is it indicated that SST refers students for evaluation for special education consideration?

Comment [WU3]: In your system, can parents also request SST assistance? Please indicate that somewhere.


(gf) Documentation of SST activities shall include the following: 1. Student’s name 2. Names of team members 3. Meeting dates 4. Identification of student learning and/or behavior problems 5. Any records of assessment 6. Educational plan and implementation results 7. Follow-up and, as appropriate continuous evaluation

(3) EXCEPTIONS TO THE USE OF THE SST PROCESS

School personnel and parents/guardians may determine that there is a reasonable cause to bypass the SST process an individual student. Exceptions also apply to pre-school age students. Documentation in the student’s record shall clearly justify such action, including whether the parent or guardian agreed with such a decision. In cases where immediate referral is sought, the SST shall still determine what interim strategies, interventions, and modifications shall be attempted for the student. If there is sufficient evidence to by-pass the SST process, district special education personnel should be contacted (Director, School Psychologist, and/or Coordinator) for review of evidence.

(a) The exception or “Bypassing SST” was outlined in the directives from the Marshall Court Case: “These cases are those in which the necessity for special education is so clear that use of non- special education options would be non-productive or harmful to the child. In those cases where initial referral is not the Student Support Team, the reasons therefore will be documented. (Marshall v. GA, 1984)”

(ab) It is not necessary for students who transfer into the local school system/state operated program with a current Individualized Education Program or Section 504 plan to go through the SST process.

Authority O.C.G. § 20-2-152; 20-2-240.

Adopted: September 14, 2000 Effective: October 5, 2000

Tier 3: Intensive Level

Tier 3 is also in addition to Tier 1. Therefore, a student who receives Tier 3 interventions/support also receives Tier 1 support (everything that occurs in the regular class).

Students who do not respond adequately to core curriculum and strategic level interventions

Approximately 5% of the students in a school

Comment [WU4]: Exceptions also apply to

preschoolers…Does that need to be reiterated?

Comment [WU5]: Is this decision made at the

school level or is there someone at the district level that has to be involved for this decision to be made?

Formatted: Indent: Left: 0.19"

Comment [WU6]: Tier 3 and SST are one in the same correct? This isn’t directly stated here…it appears that there is Tier 2, SST, Tier 3…please

articulate that clearly.


Considered in need of intensive intervention Provided high-quality, research-based interventions; individually or in small

groups (1:1-1:3 teacher to student ratio) Changes are made to the student’s intervention based upon his/her data and

progress toward a specified goal Students who make adequate progress at this level are returned to Tier II or

Tier I level

RTI in Practice

There are three key features of RTI:

Scientific research-based instruction and intervention; Assessment of the effects of instruction; and Data-based decision making.

Each feature is part of an interrelated process which should be applied to every student. Instructional practices are evaluated and adjusted based on results of reliable, valid, and sensitive indicators of important student outcomes. If any piece is missing, the process breaks down.

Features of RTI

RTI represents a fundamental shift in how schools will go about identifying and responding to students’ academic difficulties. Therefore, it is important to understand what RTI is and what it is not. RTI is more about what will be done than where it will be done. Also, it is more about how the job will get done and less about who will get it done. RTI requires educators to change how they view student difficulties and disabilities. RTI procedures turn attention away from identifying deficits within the student (e.g., processing difficulties) and toward evaluating

Scientific-research based instruction and

intervention

Assessment that is sensitive to instructional

effects

Data-based

decision making


student progress over time on the basis of age-based comparisons and rates of learning. Therefore, students’ academic performance is compared to the performance of other students in their school or district and student learning is evaluated based on how quickly that student acquires instructed material. The effect of this shift is that it forces educators to focus on how much and what types of instruction students need, which increases accountability for student learning.

RTI is… RTI is not…

About instruction Just about interventions

An initiative that supports general education school improvement goals

A pre-referral system for special education

A method to unify general and special education in order to benefit students through greater continuity of services

An individual teacher, classroom, or class period

Focused primarily on effective instruction to enhance student growth

Focused primarily on disability determination and documented through a checklist

A system to provide instructional

intervention immediately upon student need

A method for just increasing or decreasing special education numbers

Key Components

There are several aspects of RTI that are important to understand before implementation can be made system-wide.

SST Team

Student Support Teams are composed of a variety of educational staff, including teachers, specialists, administrators, and school psychologists, and parents/care givers. SST members should include individuals who have a diverse set of skills and expertise that can address a variety of behavioral and academic needs.

SST Process

Comment [WU7]: Please add parents/care givers


The importance of assessment and effective instruction for RTI cannot be overstated. However, the problem-solving model serves as the overarching structure which organizes assessment and intervention activities. Therefore, problem solving lies at the heart of RTI. Problem solving means going beyond fulfilling procedural requirements and checklists to doing what it takes to resolve students’ learning problems. The problem-solving model has been organized into a series of cyclical steps to be used by the Student Support Team.

Problem Analysis

Why is the problem occurring? Has the student received quality instruction in the target skill? What diagnostics do you have to support hypothesis?

Develop Plan

Set goals for students

Ask – how much should student grow to close the gap? Define who, when, and how plan should be implemented.

Implement Plan

Implement plan with rigor

& fidelity. Decide who will do the progress monitoring; how long

interventions should be implemented; collect data

Evaluate Results/Data

Ask “Did it work?”

Determine the next steps: change/modify interventions, return to lower tier, move to higher tier.

Define Problem

Is there a discrepancy between current and expected performance?


Progress Monitoring

Progress monitoring is a systematic method for tracking and comparing an individual’s or group’s performance through data collection. A consistent monitoring plan is essential to determine the effectiveness of instructional programs and interventions. Progress toward meeting the student’s goals is measured by comparing expected and actual rates of learning. Based on these measurements, teaching is adjusted as needed. Thus, the student’s progression of achievement is monitored and instructional techniques are adjusted to meet the individual students learning needs.

To understand progress monitoring, it is important to understand key terminology:

Benchmarks: Expected rates of growth or learning. Usually measured three times per year (fall, winter, spring). ECSS will use Classworks Universal Screeners. ECSS will also use an Oral Reading Fluency Benchmark as a screener to identify reading fluency needs.

Baseline: The initial performance taken on a student; often the median score of three baseline data points. The baseline serves as the reference point for all future data collection.

Aim lines: Also referred to as the goal line, the aim line depicts the anticipated growth and offers a comparison for the trend line. The aim line is typically shown as the expected rate of progress toward either the district goal or a goal developed by the problem-solving team.

Trend line: Indicates the actual rate of improvement; provides insight into future performance (will he/she meet the goal?). ECSS will use Classworks which will calculate the trend lines for teachers.

Fluency

Reading fluency is important because it provides a bridge between word recognition and reading comprehension. Fluent readers don’t have to concentrate on decoding the actual words, they can focus their attention on what the text actually means. A National Association of Educational Progress study has shown a tight correlation between fluency and comprehension.

Repeated and monitored oral reading improves reading fluency and overall

reading achievement.” (National Institute for Literacy website, 2006)

Benchmark Assessment for Fluency: An Oral Reading Fluency Benchmark

will be given 3 times per year in grades 2-5. It will be given 2 times per year in

grade 1, winter and spring. K fluency will be measured by…(we can fill this in

when the K-2 Six-Minute Solution arrives).


Fluency Benchmark Procedures: Each student would be given a one-minute

fluency probe. If this probe is at or above the score on the chart for the grade

level and time of year for the student, no further probes are necessary. If this

initial probe is below the score on the chart for the grade level and time of year

for this student, two additional one-minute probes would be given to the student.

All three one-minute probes would be averaged to get a words correct per minute

for the student. See examples below.

Fluency Intervention Decision: If the student is below the score on the chart for

the grade level and time of year for this student, he/she would need a fluency

intervention. Easy CBM (fiction) fluency passages and passages (non-fiction)

from The Six-Minute Solution would be used with the student. These passages

would be alternated every other week to expose the student to both types of text.

The Cold Read/Hot Read strategy would be the intervention.

Examples:

Student #1: A 3rd

grader in the Fall has 74 words correct per minute (wcpm).

This student is below the 77 wcpm for the Fall Benchmark. Therefore, two

additional one-minute probes are given to the student. The second probe shows

83 wcpm, and the third probe shows 76 wcpm. The average of the three one-

minute probes would be 78 wcpm. This student would not need a fluency

intervention.

Student #2: A 2nd

grader in the Fall has 40 wcpm. This is below the 44 wcpm for

the Fall Benchmark. Two additional one-minute probes are given. The second

probe shows 45 wcpm, and the third probe shows 38 wcpm. The total wcpm for

this student would be 41 wcpm. This student would need a fluency intervention.

Student #3: A 4th

grader in the fall has 96 wcpm. This is above the required 93

wcpm. This student would not need a fluency intervention.

The Intervention - Cold Read/Hot Read:

The Cold and Hot Read (repeated reading strategy) will be used for fluency. Easy CBM passages and Six-Minute Solution passages will be used. This applies to mid-year 1st graders and up.

A. The San Diego Quick Assessment of Reading Ability is an individually administered assessment. This quick assessment provides an estimation of student’s instructional reading level in order to determine the level of Six Minute Solution and Easy CBM passages on which they should begin fluency practice. Only students who have been deemed as needing a fluency intervention will be administered this quick assessment. The San Diego Quick Assessment may be found in the Assessment chapters in the Six Minute Solution.


Note : Refer to pages 100-103 in the Six Minute Solution Primary and on pages 65- 68 in the Six Minute Solution Intermediate

B. Materials needed: 1. Copies of Easy CBM passages and Six-Minute Solution passages at the child’s independent or instructional reading level (NOT frustration level) These passages are housed with the Assistant Principal at the ECPS, and the ILTs at ECES and ECMS. 2. Folder 3. Graph paper 4. Blue crayon and red crayon 5. Timer

The teacher will establish blue to represent the cold read (first time reading the story) and red to represent the hot read (the last time the story will be read).

Monday: The student will read aloud the text for one minute. The teacher will mark errors on her copy. Tell the student how many words correct per minute he/she read. Graph that number in blue as the cold read.

Have the student practice reading the same passage out loud to adults all week long at school and at home daily. A Cold Read/Hot Read folder containing the passage would be given to the child to assist in responsibility of keeping up with the passage all week; this is not the data folder containing the graph.

Thursday or Friday: The student will read aloud the same passage for one minute. The teacher will mark errors on her copy. Tell the student how many words correct per minute he/she read. Graph that number in red (on the same sheet from Monday) as the hot read.

Discuss the improvement with the student! Students can see the difference between the cold read and the hot read.

A new passage is read every Monday; do not send home the new passage with the student until after the cold read, as this would give a misrepresentation of the student’s ability.

Monitor for gains in the cold read scores every other Monday (every 14 days). If gains are not made, the student should read the passage more than one time daily at school to adults. If gains are not made, parents should be contacted to see if the passage is being read at home daily to an adult. Perfect practice makes perfect!

Responsibility: The homeroom teacher will be responsible for administering the Oral Reading Fluency Benchmarks. He/she will make a list of student scores, making note of students that need a fluency intervention based on grade level and time of year. The fluency interventionist for the pod and/or team will be responsible for carrying out the day-to-day task(s) involved with the students who have been deemed as needing the Cold Read/Hot Read fluency intervention. He/she will administer the San Diego Quick Reading Assessment to determine the level of the fluency passages


needed. Data will be kept in each child’s Cold Read/Hot Read fluency folder, which contains the graph and passage for the week; this folder does not leave the possession of the fluency interventionist.

Continuing and/or Discontinuing Cold Read/Hot Read: The decision to continue or discontinue a fluency intervention is made after each Oral Reading Fluency Benchmark.

Data-Based Decisions

The most important part of progress monitoring is not just collecting data; it is using the data to make sound instructional decisions. Schools must look at the data regularly, implement decision-making rules, and use the data continuously to inform instruction.

Within the tiered continuum of service delivery, decision rules are necessary for moving students back and forth across tiers as educators address their needs for intervention delivery and eligibility decisions. These decision rules must rely on relevant student assessment data. At each step of the process, good decision rules ensure effective, equitable, and fair treatment across students. The ECSS has developed these specific guidelines for data-based decisions:

Cut scores for determining risk status: This year ECSS will use Star Reading and Star Math to identify students who are at risk. ECSS will use local comparative data from student performance on the Classworks Universal Screeners from each grade level beginning 2013-14 school year. Typically the cut score to identify students is at or below the 25th percentile.

The frequency and duration of progress monitoring: During Tier 2 and Tier 3 service delivery, the frequency and duration of progress monitoring will have an impact on whether sufficient data have been collected to determine a student’s responsiveness to intervention. First, data must be collected with sufficient frequency to detect changes in performance following instruction/intervention. For Classworks it should be no less frequent than 2-3 times per week. For Fluency, it should be a cold read check of words correct per minute every other week. Second, the length of the data collection period during intervention must be established. A minimum of six weeks of intervention should be delivered. As with any test, the more data gathered, the more reliable the decision will be about whether a student is responding to an intervention.

Criteria for determining a student’s responsiveness to intervention: Determination of whether students are responding to interventions requires specifying decision rules based on students’ level and rate of progress, both prior to and after the initiation of intervention delivery. This is established through a meeting of the intervention team and evaluation of the Classworks intervention reports.


Setting Ambitious and Realistic Goals

As discussed earlier, an important part of a problem-solving process is the setting of goals or expected criteria for the students to obtain. Setting goals that are realistic yet challenging is crucial to making good on-going decisions within a problem-solving model.

Goal setting can be done at both the group level as well as the individual level. For example, in an RTI model, it is expected that the implementation of a high quality, scientific, research-based instructional program implemented with fidelity at Tier 1 should result in successful outcomes with at least 80% of all students (National Association of State Directors of Special Education, 2005). When universal screening data find substantially fewer students successfully meeting benchmark, the indication is that changes are needed in the delivery of the core program (within Tier 1) to improve outcomes for all children; this must be done before a determination could be made of the degree to which supplemental instructional programs at Tier 2 are impacting outcome. As such, problem-solving teams may put in place goals that reflect a focus on improving the school-based outcomes of student performance within the core program.

At the individual level, when students are identified through an RTI process as at-risk (and the core program is determined to be solid), it is critical that goals be established for the individual student so that the outcomes of his or her progress can be measured against appropriate expectations. By setting goals and monitoring a student’s progress toward those goals, the impact of instruction can be assessed in an ongoing manner, and adjustments in instruction and goals can be made as the instruction is proceeding. Keep in mind that the ultimate goal is to close the achievement gap and meet the academic expectations established by ECSS.

A key element of effective goal setting whether used at the group or individual level is the establishment of benchmarks specifying the minimal expected performance across students. The rate of improvement (ROI) or slope is a key indicator that sets the criterion against which student performance will be compared. Closing the gap for those students whose starting point is below benchmark would be a critical goal for teams to consider.

Instruction & Intervention

To increase the opportunity for success at all levels within the RTI framework, instruction and interventions delivered to students should be supported by evidence of their effectiveness. A clear distinction is made between instructional strategies and interventions. A strategy is a tool, plan, or method used to guide and improve student learning. These strategies are more commonly referred to as differentiated instructional tools and practices.


A research-based intervention is one that is school-based, prescriptive, and has a clear record of success. RTI requires programs and interventions that have been validated in educational research. ECSS has chosen Classworks as the research based intervention which will be used at all grade levels (K-12).

Guidelines for Minimally Acceptable Interventions

1. Interventions are chosen based on classroom factors and practicality for the situation and severity of the problem.

2. Scientific evidence for the effectiveness of the interventions must exist.

3. Interventions are chosen based on students’ instructional need (and not merely based on availability or convenience). This guideline means that there are individual student data to justify the choice of intervention.

4. There should be a pre-specified, structured, and organized plan for each intervention session.

5. Interventions should increase in intensity (i.e., frequency, length of intervention sessions, change in intervention strategies) in the event that a student does not make adequate progress as determined by the goal level established through the problem solving process (according to the criteria described in the previous section on data-based decision making).

6. There should be a minimum of 6 weeks of intervention sessions before a determination of effectiveness is made, unless the guidelines of the intervention specify otherwise.

7. Intervention sessions should be carried out as prescribed and there should be some evidence that they were carried out as planned. Evidence can include training, permanent products, and direct observation by an independent party.

8. There should be a minimum of two phases of intervention (based on decision criteria described in the previous section on data-based decision making) before moving a student to Tier 4 or making a referral for a special education evaluation.

Although evidence supporting an intervention’s effectiveness is important, the intervention itself is only as good as the accuracy and consistency with which it is implemented. Fidelity refers to the degree to which interventions are implemented as planned. It is essential that safeguards be put into place to determine if those interventions are being carried out as they were intended. A student’s responsiveness to an intervention may eventually be used in special education eligibility decision making. Therefore, school personnel must be confident that the intervention was performed with high levels of fidelity. Regular monitoring of intervention delivery through observations and checklists is integral to ensuring


that the interventions continue to be implemented correctly and accurately (i.e., with “fidelity”) and that they continue to benefit those whom they are intended to serve. Fidelity should be directly monitored by an independent observer other than the interventionist. (Administrator, ILT, Instructional Technologist, Reading Coach)

Instruction and Intervention Factors to Consider at all Tiers

• Were the programs and interventions used supported by scientific research? • Were standard treatment protocols followed for the interventions with

students? [fidelity checks] • Were the interventionists trained in delivering the intervention with fidelity? • Were the interventions delivered for a sufficient amount of time? • Was a team used to help design and support the interventions?

Implementation of RTI

The following guide may assist in implementing the RTI model with fidelity and enhancing consistency across our schools. Although instructional programs and pyramids of interventions may vary among schools, the key components of the problem-solving process need to be included in each building.

Tier 1

Research-based programs should be implemented with fidelity and rigor to address core instruction.

Three times per year, all students are assessed using the Universal Screeners. This is considered progress monitoring at Tier 1.

Problem-solving must take place at the core if less than 80% of students are at benchmark.

Teachers are responsible for execution of the core program and differentiated instructional practices.

Teachers should be supported by grade-level and school based teams that discuss and analyze data and brainstorm strategies that will address the needs of all learners.

Teachers and families should communicate about student progress in the curriculum.

Tier 2

Once students are identified as being at-risk, or falling below the designated benchmark, the RTI process is initiated.

Students that have met designated benchmarks still may be in Tier 2 if there is sufficient data to support this.

Teachers gather all relevant pieces of diagnostic and classroom data to reference during the RTI team meeting.


The team works through the identification process and determines if the student will require intervention to meet the next designated benchmark goal.

If yes, the RTI referral form must be completed. Parents are notified. See Appendix for forms.

Special factors to be considered include: o Goal o Intervention

Method of delivery Frequency/Intensity Date Implemented Any adjustment in schedule? What resources are available or what training may be needed?

o Progress monitoring tool & frequency (at least once per week) – A Classworks Snapshot is created for the student based on current deficiencies. Classworks Mastery Measurement reports are set up and generated on a weekly basis.

o Next review date? Continue communication with student’s family, informing them of the

intervention and progress. An analysis must be completed at the end of the nine week intervention

period in order to determine if the goal is being met. o If goal is being met:

Raise the goal but continue the intervention? Stop the intervention and move student back to Tier 1? It is perfectly acceptable to continue with Tier 2 services for a

prolonged period of time if that is what the student needs. For most students the team will want to think about how they can get a student ready for Tier 1 without the Tier 2 services over time (scaffold away the support). However, there may be a handful of students who will need Tier 2 for a prolonged period.

o If goal is not being met: Review the RTI process Change interventions? Increase frequency of intervention? Increase intensity of intervention? The team may consider whether moving the student to Tier 3

is appropriate.


Tier 3

If a student moves to Tier 3, the RTI process is executed identical to Tier 2, although the intervention and progress monitoring may increase in intensity and frequency. A Classworks Snapshot may continue from Tier 2 or a new one may be created. A individualized CBM will be created to progress monitor student at Tier 3.

When a student enters Tier 3, the SST process begins. District Special Education personnel (Director, School Psychologist, Coordinator) will need to be contacted to start SST process. Documentation of scientific, research or evidence based academic or behavioral interventions and progress monitoring data will be reviewed.

A formal parent meeting must be scheduled. (See Appendix) As with Tier 2, it is imperative to review progress monitoring data to make

decisions about student progress. An analysis should be completed at the end of the nine week intervention

period. o If the goal is being met:

Raise the goal but continue the intervention? Decrease the intervention and move student back to Tier 2?

o If the goal is not being met: Review problem-solving process Change interventions? Increase frequency of intervention? Increase intensity of intervention? The team may consider moving the student to Tier 4 and

completing a special education referral for a formal evaluation.

It should be noted that some students may always require Tier 2 or Tier 3 interventions to be successful in the core program and meet expected benchmarks.

Exceptions to Compliance:

Exceptions to Compliance at the building level will be referred to the school administration. Corrective action will be handled through personnel procedures as appropriate.

Exceptions to Compliance for a school will be referred to the superintendent. Corrective action will be handled through personnel procedures as appropriate.

Comment [WU8]: Who has to be contacted? Please indicate their role (not by name).


References

Batsche, G., Elliott, J., Graden, J. L., Grimes, J., Kovaleski, J. F., Prasse, D., Reschly, D. J., Schrag, J., & Tilly, W. D., III. (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: National Association of State Directors of Special Education, Inc.

Colorado Department of Education (2008). Response to intervention (RTI): A practitioner’s guide to implementation. Denver, CO.

Daly, E., Glover, T., & McCurdy, M. (2006). Response to intervention: Technical assistance document. Nebraska Department of Education & the University of Nebraska.

Deno, S. (2005). Problem-solving assessment. In R. Brown-Chidsey (Ed.), Assessment for intervention: A problem-solving approach (pp. 10-42). New York, NY: The Guilford Press.

Deno, S. L., Fuchs, L. S., Marston, D.B & Shin, J. (2001). Using curriculum-based measurement to establish growth standards for students with learning disabilities. School Psychology Review,30,4 (pp 507-524).

Fuchs, L. S., Deno, S. L., & Mirkin, P. K. (1984). The effects of frequent curriculum-based measurement

and evaluation on student achievement, pedagogy, and student awareness of learning. American Educational Research Journal, 21, 449-460.

Glover, T.A., & Diperna, J.C. (2007). Service delivery for response to intervention: Core components and directions for future research. School Psychology Review, 36, 526-440.

Hall, T., & Mengel, M. (2002). Curriculum-based evaluations. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved [4/8/09] from http://www.cast.org/publications/ncac/ncac_curriculumbe.html

Howell, K. W., & Nolet, V. (2000). Curriculum-based evaluation: Teaching and decision making (3rd ed.). Belmont, CA: Wadsworth.

Ikeda, M. J., Tilly, D. W., Stumme, J., Volmer, L., & Allison, R. (1996). Agency-wide implementation of problem-solving consultation: Foundations, current implementation, and future directions. School Psychology Quarterly, 11(3), 228-243.

Kovaleski, J. (2007). Response to intervention. School Psychology Review, 36, 638-646.

Marston, D. (2006). Problem-solving model and response to intervention. Center on Instruction. Response to Intervention Symposium. Austin, Tx.

Telzrow, C. F., McNamara, K., & Hollinger, C. L. (2000). Fidelity of problem-solving implementation and relationship to student performance. School Psychology Review, 29, 443-461.

http://www.cast.org/publications/ncac/ncac_curriculumbe.html


Web Resources

Discipline Help: You Can Handle Them All: http://www.disciplinehelp.com/

Do What’s Right: http://dww.ed.gov

Intervention Central website: http://www.interventioncentral.org

Florida Center for Reading Research: www.fcrr.org

Oregon Reading First: http://oregonreadingfirst.uoregon.edu/

Pikes Peak Literacy Strategies Project: www.pplsp.org

What Works Clearinghouse website: www.w-w-c.org

Recognition and Response: http://www.recognitionandresponse.org/

RTI Action Network http://www.RTInetwork.org/

The Center for Data Driven Reform in Education http://www.cddre.org/

National Center for Student Progress Monitoring http://www.studentprogress.org/default.asp

Office of Special Education Programs (OSEP) - Responsiveness to Intervention in the SLD Determination Model: http://www.osepideasthatwork.org/toolkit/ta_responsiveness_intervention.asp

National Center on Response to Intervention http://www.RTI4success.org/

Advances in Progress Monitoring – University of Minnesota http://cehd.umn.edu/EdPsych/SpecialEd/CBMConference/handouts.html Response to Intervention and Positive Behavior Supports - OSEP http://www.pbis.org/

http://www.disciplinehelp.com/

http://dww.ed.gov/

http://www.interventioncentral.org/

http://www.fcrr.org/

http://oregonreadingfirst.uoregon.edu/

http://www.pplsp.org/

http://www.w-w-c.org/

http://www.recognitionandresponse.org/

http://www.rtinetwork.org/

http://www.cddre.org/

http://www.studentprogress.org/default.asp

http://www.osepideasthatwork.org/toolkit/ta_responsiveness_intervention.asp

http://www.rti4success.org/

http://cehd.umn.edu/EdPsych/SpecialEd/CBMConference/handouts.html

http://www.pbis.org/


Elbert County Speech Manual

Language

Tier 1: All Students

Classroom Teacher may notice indicators of a language problem, monitors progress more closely, provides models, and uses instructional strategies/differentiated instruction to assist student.

Classroom Teacher informs parents of concerns.

Tier II: Language Strategies for Vocabulary

Use gestures/objects/photos/pictures to emphasize/teach meaning Pre-teach key vocabulary & concepts Teach vocabulary in context Use demonstration paired with student interaction/movement, etc to act out meaning Use synonyms, antonyms, categories to reinforce understanding Utilize word webs, student drawings & word maps Allow multiple opportunities to practice and reinforce target vocabulary Use peer instruction/cooperative groups Ensure student’s attention Use a variety of games that target vocabulary Use examples/acting out (actions), pictures and multiple modalities to teach

figurative language & multiple meanings

Tier II: Language Strategies for Comprehension

Ensure student’s attention Use slower rate of speaking when presenting information Present information in smaller steps Use a variety of games, i.e., Bingo, Simon Says, 20 Questions Before presenting auditory information, tell student what to listen for Rephrase/Paraphrase auditory information Have student repeat what he is listening for Use a story map, graphic organizer, student drawing to increase

understanding Teach story elements-character, setting, problem, etc Review, discuss & paraphrase main idea Use humor/idioms/multiple meanings Ask student a variety of WH questions Break story information into smaller units & ask questions


Tier II: Strategies for Articulation Have students make cards with different words/pictures containing their

target sounds. Use cards for a variety of activities. For example, keep a jar or folder on the teacher’s desk. Student selects 5 cards and practices saying each card twice.

Create stations/centers where students have to perform different tasks while practicing sounds. For example, a child at the board could practice saying the sound while drawing and another student practices by putting a puzzle together. Teacher indicates students should move to a new station by saying “Switch.”

“Mix It Up” Game: Students play a game by drawing cards which contain different suggestions for saying the words such as whispering, singing, saying the words quickly or slowly, while dancing, saying and spelling the target word. Student practices saying the word in the manner the card indicates.

Have the students go around the table and say the same thing (one at a time). This will cue them into monitoring their speech as well as others. You could also have the students provide feedback to each other.

Another way to emphasize the feedback loop is to use an echo microphone for each student’s turn.

Have the students draw a number from an envelope to determine the random number of items to say. Use the word/picture cards that students have created.

Teacher can monitor student’s production of target sound during small group activities such as guided reading.

Tier II: Strategies for Fluency (Stuttering) Referrals

Provide a slower rate of speech, pause frequently, slow down overall pace of conversation.

Allow longer amount of time for student to respond verbally Think time…… Organization time…… Response time…… Ask questions that can be answered with relatively few words. Provide preparation time before calling on a student to read (i.e., give

advanced notice, “Johnny please read the first page, then I’d like Tim to read the second page.” Tim is the stutterer.) Consider allowing students to read out loud in pairs (takes pressure off student who stutters and allows him/her to become more confident with practice.)

When possible, allow for quiet practice time before requiring student to verbalize.

Help all members of the class learn to take turns talking and listening. All students find it easier to talk when there are few interruptions and have the speaker’s attention.


Communicate with the student. Mutually agree upon some strategies to help him/her in the classroom.

Be aware of your non-verbal body language, maintain eye contact and be patient while the student tries to communicate a message to you. Try not to interrupt student while he/she is trying to tell you something.

Focus on what is said, not how it was said. Try to decrease criticisms, rapid speech patterns and interruptions. If students tease, help student brainstorm some ideas on how to respond, try

to talk to students who are doing the teasing and enlist their help, consult a counselor for suggestions on managing teasing.

DO NOT: Tell the student to “stop or slow down and take a breath”. Interrupt the student when he is talking. Complete words for the student or talk for him/her

Tier 3: Student Support Team

Analyze Tier 2 results Problem solving process: more individualized strategies/interventions, more

individualized assessments Documentation of interventions & periodic assessment for 12 weeks total (at

least 4 repeated assessments) Recommend referral to special education if slow rate of progress and gap

widening

SLP may assist in facilitating differentiated instruction, flexible groups, and more opportunities for interventions

List of specific strategies for language in areas of : -vocabulary -comprehension -expressive language -grammar & syntax -pragmatics Examples of assessment probes for each strategy/area of language

Problem solving process: identify 1 to 3 strategies that teacher should implement in the classroom – these involve general strategies such as modeling, over emphasizing problem sound.

SLP participates in Tier 3 meeting SLP observes student in classroom SLP consults as needed SLP visits classroom & models strategies


APPENDIX


RTI Intervention Plan Framework

Cheat Sheets for Tiers

Tier 1- Available to ALL STUDENTS: Good Teaching Strategies/Universal Support: NO paperwork Classworks Universal Screeners for Reading and Math Interventions are available to all students. Make parents aware that there is an issue at hand and share ways they can help

at home. These strategies or interventions are put in place at the 1st sign a student is

struggling. Examples of Tier 1 interventions: Classworks Use CCGPS standards for review Sit at the front of the class. Buddy reading, peer tutoring 1:1 help Flash cards or modified assignments Behavior plan Progress monitor and decide from data if the student is on target or still at

risk. If the student is at risk, there needs to be an informal team meeting with ILT

and team about moving up to Tier 2 and parents should be notified of changes.

If the student is on target, keep student in Tier 1. Tier 2- For students who have failed to respond to Tier 1 strategies ~Begin RTI paperwork At least 15 minutes a day per subject in addition to Tier 1 (Classworks

recommends 90 minutes/week/subject) Letter sent home to parents Must have hearing and vision screening. For students with significant skill gaps based on data such as Classworks, STAR

Reading, CRCT scores, teacher observation, and work samples. Interventions are individualized and tailored to the unique needs of the learner.

Interventions should match the area being progress monitored. There are two different vehicles can be used to deliver Tier 2 interventions.

They are to be used hand in hand…not in isolation.

1. Problem solving/Classroom Based Intervention Individualized, research based intervention selected to match the profile of the

student’s strengths and limitations. Classroom teacher is responsible for carrying out. Can be customized to student’s needs.


2. Standard Protocol/Stand Alone Intervention Group intervention programs based on scientifically valid instructional practices

are created to address frequent student referral concerns. Services provided outside of the classroom

Examples of Tier 2 interventions: (In addition to Tier 1 interventions) Small group instructional time with a math or reading specialist or directed

parapro I’ve DIBELED, Now What? Activities Cross grade peer tutoring/instruction Classworks Individualized Learning Plan (ILP) and Classworks Curriculum

Based Measurement (CBM) Counseling groups to teach social skills Reading Recovery/Guided Reading/Fluency Groups Individualized behavior goals Progress monitor the root cause of deficit (6-8 data points) Decide from data if the student is on target or at risk. If the student is successful, continue intervention. If the intervention is

complete, move back to T1. If the student is still at risk after Tier 2 interventions have been started, the

intervention may need modifying. If there is still no progress, there needs to be a FORMAL team meeting with ILT, team, and district personnel to move up to Tier 3.

Tier 3- SST Begins -Most intensive academic supports available in a school At least 15 minutes in addition to Tier 1& 2 (Classworks recommends 90

minutes/week/subject) Continue monitoring (there has to be 12 total data points on root cause to be

considered for screening) Generally reserved for students with chronic and severe academic delays or

behavior problems. Students who do not respond to Tier 1 & 2 interventions and who have

significant school delays may be eligible for Tier 3. The team will need to contact the school psychologist to review data

Examples of Tier 3 interventions: Continue Fluency Groups Corrective Reading Earobics (speech) Intensified Classworks Classworks Individualized Learning Plan (ILP) and Classworks Curriculum

Based Measurement (CBM) Corrective Math

Tier 4- Special Education To move a student from T3 to T4 there must be support and data. Plan to meet with ILT, district personnel, and Special Education Department.


Elbert County Schools Annual RTI Training

160-4-2-.32 STUDENT SUPPORT TEAM. Code: IGB

Professional Learning for RTI Procedures

Date:

School Name:

Agenda: Tier 1 Tier 2 Tier 3 SST

Required Documentation: Referrals Checklist Screeners Fidelity

I have reviewed, read, and understand the RTI procedures and am aware of my responsibility regarding RTI:

Print Name Sign Name Date


RTI Intervention Ideas for Reading

*PHONOLOGICAL AND

PHONEMIC AWARENESS

TIER 1

Universal Interventions

(Core Curriculum)

TIER 2

Targeted Group Interventions

(in addition to Core Curriculum)

TIER 3

Intensive Individual Interventions


TIER 4

Special Education Students

Phoneme Matching --

matching initial, final, AND

medical phonemes in words

Phoneme Isolating --

isolating initial, final, AND

medical phonemes in words

Phoneme Blending --

Phoneme Segmenting --

Phoneme Manipulating –

*NOTE: Use your grade level

CCGPS for specific standards.

Reading Mastery K-5

TEACHING TO MASTERY

re-teach, as needed

advanced techniques

introduced in training by

Educational Resources, Inc.

review/preview with parapro

Reading Mastery flashcards

Spelling Mastery

SOUND DISCRIMINATION:

Sound discrimination practice

(example: say 2 words and

have students state if the

words are the same or

different. You can also do

this with phonemes or with 3

words have student identify

the word that is different).

Picture sorts (example: have

students sort words by initial

sounds, vowels sounds, or

ending sounds)

ISOLATING:

Have students identify the

beginning, middle, and final

sounds in words

SEGMENTING:

Practice segmenting the

phonemes of names and

familiar words

Segmenting practice –

phonemes/syllables

cat = c – a – t

Picture card/phoneme

segmentation practice:

identify picture then # of

Classworks

Head Sprout

Florida Center for Reading

Research – Reading

Foundational Skills

Click on titles to view activities,

print all or part of a lesson, as

needed:

Links --

Kingergarten -

http://www.fcrr.org/studentactivi

ties/kg.htm

First grade -


ties/01.htm

Second grade –


ties/02.htm

Third thru Fifth grade –


ties/3_5.htm

Additional small group

instruction to reinforce

Tier 1 can be used in

Tier 2 (in addition to

Core Curr)

SRA Corrective Reading

Orton-Gillingham

Phonics program

NOTE: Interventions may be

used in any tier. The group size

(intensity) is reduced with each

tier. How often (frequency) is

increased with each tier.

Additional tools: include ideas

for phonemic awareness activities

in your newsletter so that parents

can do them with their children at

home or in the car.

< Additional support from

special education teacher

PROGRESS MONITORING:

Classworks

EasyCBM.com for phoneme

segmenting

Reading A-Z phonological

awareness

AIMSWEB phoneme

segmentation

DIBELS phoneme

segmentation fluency

http://www.fcrr.org/studentactivities/kg.htm

http://www.fcrr.org/studentactivities/kg.htm

http://www.fcrr.org/studentactivities/01.htm




http://www.fcrr.org/studentactivities/3_5.htm

http://www.fcrr.org/studentactivities/3_5.htm


*PHONOLOGICAL AND

PHONEMIC AWARENESS

TIER 1


(Core Curriculum)

TIER 2



TIER 3



TIER 4


phonemes in word

BLENDING:

Blending practice –

phonemes/syllables

c – a – t = cat

SYLLABLES:

Syllable games at

www.learninggamesforkids.co

m

MANIPULATION:

Phoneme substitution activites

(cat sat)

Phoneme addition activities

(mile smile)

Phoneme deletion activities

(bring ring)

OTHER:

SRA Phonemic Awareness

with picture cards

Phonemic awareness activities

from Saxon Phonics Lessons

Reading A-Z Phonological

Awareness lessons

Words Their Way picture

sorts

Classworks

Florida Center for

Reading Research – Reading

Foundational Skills

http://www.fcrr.org/curriculu

m/SCA_CCSS_index.shtm

http://www.learninggamesforkids.com/

http://www.learninggamesforkids.com/

http://www.fcrr.org/curriculum/SCA_CCSS_index.shtm

http://www.fcrr.org/curriculum/SCA_CCSS_index.shtm


*PHONICS

TIER 1


(Core Curriculum)

TIER 2



TIER 3

Intensive Individual

Interventions

(in addition to

Core Curriculum)

TIER 4


Letter/Sound Correspondence

– matching phonemes and

digraphs to letters, blending word

parts (onsets, rimes, digraphs,

and blends) to form words,

segmenting phonemes in words

Variant Correspondences

Syllable Patterns -- blending,

segmenting, and identifying

syllables in words

Morpheme Structures –

forming compound words and

identifying individual words,

identifying base words with

inflections and blending base

words with affixes and

inflections



Reading Mastery K-5

TEACHING TO MASTERY

re-teach, as needed

advanced techniques


Educational Resources,

Inc.

review/preview with

parapro

Reading Mastery

flashcards

Spelling Mastery

Words Their Way word

sorts

Classworks

Florida Centers for

Reading Research -

Reading Foundational

Skills (see above link to

website)

Classworks

Florida Center for

Reading Research –


Skills

(see above links)


instruction to reinforce Tier 1 can

be used in Tier 2 (in addition to

the Core Curr)

SRA Corrective

< Additional support

Reading

from special education

Orton-Gillingham

teacher

Phonics program

SRA Corrective

Reading

Orton-Gillingham

Phonics program






Additional tools: include ideas

for phonics activities in your

newsletter so that parents can

do them with their children at

home.

< Additional support

from special education

teacher


- Classworks

- EasyCBM.com for letter sounds

and names, and word reading

- AIMSWEB

- Basic Literacy Test

- DIBELS NWF, LNF, LS

- Corrective Reading Mastery

Tests


*FLUENCY

TIER 1


(Core Curriculum)

TIER 2



TIER 3


Interventions

(in addition to

Core Curriculum)

TIER 4


Letters

Chunked Text

Connected Text



R

Reading Mastery K-5

TEACHING TO MASTERY

re-teach, as needed

advanced techniques



Inc.

review/preview with

parapro of stories

Reading Mastery

flashcards

Echo reading of familiar

stories

Choral reading of

familiar stories

Repeating readings of

familiar stories

Paired reading of

familiar stories

Decodable stories from

the Reading Mastery

program

Hot read/cold read using

Easy CBM passages

Hot read/cold read using

Six-Minute Solution

Florida Center for

Reading Research –


Skills

(see above links)


instruction to reinforce

Tier 1 can be used in Tier

2 (in addition to Core

Curriculum)

SRA Corrective Reading

NOTE: Interventions may be used

in any tier. The group size

(intensity) is reduced with each tier.

How often (frequency) is increased

with each tier.

< Additional support from

the special education teacher

PROGRESS

MONITORING:

Fluency graphs from

hot read/cold read

Corrective Reading

fluency progress

data

DIBELS ORF

Benchmark

AIMSWEB


*VOCABULARY

TIER 1


(Core Curriculum)

TIER 2



TIER 3


Interventions


TIER 4


Word Knowledge –

Identifying contractions,

synonyms, antonyms,

abbreviations,

homophones, and

homographs

Morphemic Elements –

Identifying the meaning

of compound words,

affixes, and words

containing the same root

Word Meaning –

Identifying and producing

the meaning of words

Word Analysis –

Identifying similarities

and differences between

the meanings of words

Words in Context –

Identifying the meaning

of words in context

*NOTE: Use your grade

level CCGPS for specific

standards.

Reading Mastery

K-5

TEACHING TO

MASTERY:

re-teach, as needed

advanced techniques

introduced in

training by

Educational

Resources, Inc.

Reading Mastery

flashcards

Language

for Learning (K)

Language

For Thinking (1st)

Think Alouds

Word Webs

Pre-fix and suffix

lessons

Multiple meaning

word lessons

Context clue lessons

Cloze activities

Vocabulary journal

Word walls

Content vocab.

instruction

Robust Vocabulary

Instruction by Isabell

Beck

Classworks

Florida Center for Reading

Research – Language

Click on titles to view activities, print all or

part of a lesson, as needed:

Links –

K and 1 -

http://www.fcrr.org/studentactivities/langua

ge_k1.htm

2 and 3 -


ge_23.htm

4 and 5 -


ge_45.htm

Additional small group instruction

to reinforce Tier 1 can be used in

Tier 2 (in addition to Core

Curriculum)

SRA Corrective

Reading






< Additional support from the



DIBELS Maze

AIMSWEB (Maze)

EasyCBM.com (multiple

choice comprehension)

Picture naming (1 minute

probe)

http://www.fcrr.org/studentactivities/language_k1.htm

http://www.fcrr.org/studentactivities/language_k1.htm

http://www.fcrr.org/studentactivities/language_23.htm





*COMPREHENSION

TIER 1


(Core Curriculum)

TIER 2



TIER 3



TIER 4


Locating details, sequencing,

compre/contrast,

retell/summarize, character

development, inference,

predicting, cause/effect,

thematic connections

Narrative Text Structure –

Identifying story elements

(characters, setting, sequence of

event, problems, solution, plot,

and theme)

Expository Text Structure –

Identifying details, main idea,

and important information in

expository text

Text Analysis –

Identifying and organizing text

Monitoring for Understanding

–

Using strategies to comprehend

text



Reading Mastery K-5

TEACHING TO MASTERY:

re-teach, as needed

advanced techniques



Inc.

Read Alouds

Think Alouds

Graphic organizers

The 5 W questions

K-W-L Chart

Cloze activities

Context Clue lessons

Pre-teach vocabulary

Classworks

Florida Center for

Reading Research:

Click on titles to view activities,

print all or part of a lesson, as

needed:

Reading Literary Text

Links –

K and 1:

http://www.fcrr.org/studentactivit

ies/literature_K1.htm

2 and 3:


ies/literature_23.htm

4 and 5:


ies/literature_45.htm

1. Reading for

Information

Links –

K and 1:


ies/information_K1.htm

2 and 3:


ies/information_23.htm


instruction to reinforce Tier 1

can be used in Tier 2 (in addition

to Core Curriculum)






< Additional support from the



AIMSWEB (Maze)

InterventionCentral.org

– maze generator

EasyCBM.com –

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http://www.fcrr.org/studentactivities/literature_K1.htm

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Fluency Benchmark Goals

Grade Level Fall/Beginning Winter/Middle Spring/End

1st Not Applicable 21 wcpm 41 wcpm

2nd

45 wcpm 69 wcpm 91 wcpm

3rd

78 wcpm 93 wcpm 111 wcpm

4th 94 wcpm 106 wcpm 119 wcpm

5th 105 wcpm 116 wcpm 125 wcpm

Definition: words correct per minute = wcpm

If student score less than these goals on an Oral Reading Fluency Benchmark, they are deemed to need a

fluency intervention.

For example: If a 3rd grader scores 92 wcpm on the Winter/Middle Oral Reading Fluency Benchmark, the

student would need a fluency intervention until the Spring/End Oral Reading Fluency Benchmark.

If a student scores at or above these goals on an Oral Reading Fluency Benchmark, he/she is deemed to be

at low risk in the area of reading fluency.


RTI Interventions for Math

Tier 1 Universal Interventions (Core Curriculum)

Tier 2 Targeted Group Interventions (in addition to Core Curriculum)

Tier 3 Intensive Individual Interventions (in addition to Core Curriculum)

Tier 4 Special Education

Math: Accuracy

Math: Fluency

Math: Reasoning

Repeat directions

Break down instructions into more steps

Allow extra time to complete work

Modify amount of passages/problems and gradually increase when student shows success

Model for math

Sit near front of room

Peer tutor

Allow to redo assignments

Provide study guides

Monitor work closely

Frequent parent contact

Math Facts in a Flash

Study Island

Education City

Early morning tutorial program

Investigations

Scott Foresman

Manipulatives and hands-on activities

Math centers and games

Leveled math groups

Small group instructional time to target specific skills

Cross age peer tutoring

Fast Math

1 on 1 with teacher or parapro

Use different assessments

Modify test format

Shorten tests or assignments

Intervention worksheets with math series

Activate prior knowledge

Practice

Immediate feedback

Concrete experiences

Manipulatives

Repeated practice

Education City

Investigations

Scott Foresman

Drill math facts

Review difficult concepts

Help with independent assignments

Assist during math center time

Use of number chart/math reference sheet

Visual/mnemonic strategies

Use of supplementary math activities to review or reinforce concepts

Grade level ability grouping

Leveled center activities

List steps of difficult problems

After-School Tutoring

Daily drills to reinforce math facts

Direct instruction on math strategies

Manipulatives and hands-on activities

Preteach and Reteach concepts presented in general education classroom.


Elbert County Schools Annual RTI Folder Checklist

Parent Communication Log

Date

Beginning Year Letter

End of Year Letter Meetings Parent Notification Letter sent Meeting Date Notes

Example: 9/10/13 9/15/13 Tier 2 to Tier 3

Folder Contents:

Hearing/Vision Screening Copy of Report Card

Classworks Universal Screener Scores Tier 2 Progress Monitoring/Data

CRCT Scores Tier 2 Minutes

STAR Results Tier 3 Progress Monitoring/Data

Discipline Referrals Tier 3 Minutes

Comments:

CONFIDENTIAL

School: ECPS ___ ECES ____ ECMS ____ ECCHS ____ Student Name: Grade: _____ Year:_______ Teacher: __________________________________ Date: Repeated a Grade Y or N _____What Grade _____ Academic: ______ Reading _______ Math_______ Previously in RTI ______ Behavior: ______



RTI Referral Form For Tier 2

PLEASE PRINT/COPY AND ATTACH THE FOLLOWING ITEMS:

Standardized Test Scores/EOCT * Time Readings, Unit Tests, Etc.

Star Reports * Classworks Comprehensive Report *

Benchmark Reports Report Card

Discipline Referrals/Individualized Behavioral Plans Parent Communication log from Teacher*

Classworks Comprehensive Report Report Card

Vision/Hearing Results * Work Samples

Does student have current hearing/vision screen? Y or N if no, please ask nurse. Does student currently take medications? Y or N If yes, please list name: ___________________________

Specific Areas of Weakness:

Reading Math Other: _________________________________________________ Reason for Referral: _________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________

Please list strategies being used in Tier 1: ______________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________

Comments: (Please list any areas of concern which might influence this referral)

CONFIDENTIAL School: ECPS ___ ECES ____ ECMS ____ ECCHS ____ Student Name: DOB ___________ Grade: ____ Retained: No ____ Yes ____ Grade Retained: _____

Reason for Referral:

Academic ______ Behavior ______ Motivation ______ Number of Days ABSENT this year: _______ TARDY: ______ EIP _____ ESOL ____ SPEECH _____ OCC. THERAPY _____ Teacher: __________________________________ Date:


RTI Procedures for Teachers 1. Check RTI file boxes for student RTI information

2. Make RTI folders using RTI Folder Checklist for new referrals

3. Teacher schedules RTI meeting; informs administrator(s), team members, ILT, and

school psychologist via email

4. Send Parent Notification Letter home with student; record date on checklist

5. Begin gathering data on student referred to RTI and place in RTI folder (grades,

universal screener scores, state required testing. etc.); at the end of the year, place all

students’ documents in RTI folder in RTI box

6. Teacher sends parent reminder one or two days before meeting date

7. Hold meeting and decide plan of action

8. Record minutes and email a copy to administrator(s), team members, ILT, Classworks

coach, and school psychologist

9. Teacher emails student’s name, subject, and tier to Classworks coach, who will add

name to RTI information in Classworks

10. Complete Intervention Team Fidelity Checklist should be completed monthly. after

winter and spring universal screeners are given. Teacher and RTI Coordinator will

should sign and date.

If a student is placed in Tier 2: 1. Set up Skill Snapshots in Classworks or fluency intervention for 9 weeks

2. Teacher analyzes intervention and data

3. Teacher sends Parent Notification Letter home

4. Teacher makes sure progress monitoring has been gathered and in folder and discusses

student data with RTI team

5. Complete Verify that the Intervention Team Fidelity Checklist is completed monthly.

6. Send Parent Reminder one or two days before meeting

7. Hold meeting and decide plan of action

8. Record minutes and email a copy to administrator(s), team members, ILT, Classworks

coach, and school psychologist

9. Teacher emails student’s name, subject, and tier to Classworks coach, who will add

name to RTI information in Classworks

If a student is placed in Tier 3:


Follow same procedure as written above for Tier 2 for Tier 3

Elbert County School System

RTI Meeting Notes

Date: ____________________

Circle one: ECPS ECES ECMS

Student: Grade: Teacher:

Reason for Meeting:

Attendees:

Notes:

Other Information

Resources:

Special notes:


PLACE SCHOOL LETTER HEAD HERE INCLUDING ADDRESS AND PHONE

Dear Parent(s) of __________________________,

Everyone wants to see their child excel, and it can be very frustrating when a child falls behind in learning to read, do math, or achieve in other subjects. One of the tools we will use to help your student is a software program called ClassWorks. It provides individualized instruction in the areas of reading and math. The student’s work will be monitored throughout the program. The students will use the program on an individual basis weekly.

Research consistently points out that student growth is enhanced when evaluation results are used to guide continued instruction. This concept of monitoring students’ progress, or “progress monitoring,” enables educators to determine if students are increasing their skills as expected to enable them to maximize academic success.

If you have any questions or concerns about this recommendation, please contact your child’s teacher or principal.

Sincerely,

PRINCIPAL’S NAME HERE Principal

Please sign and return this letter so that we know that you have received this information regarding your child.

Parent’s Signature_____________________________________________________ Date______________________________________________________________



Dear Parent(s) of __________________________,

Everyone wants to see their child excel, and it can be very frustrating when a child falls behind in reading, math, or other subjects. Through a process of classroom observation, universal screening, and classroom grades, it has become apparent that your child is experiencing difficulty in the standards based classroom (Tier I) setting. Therefore, we are informing you that your child will be receiving Tier II support in _______________________. Your child will continue to be taught in the regular classroom, but will receive additional instruction and interventions in their area(s) of need. One of the tools we will use to help your student is a software program called ClassWorks.

Research consistently points out that student growth is enhanced when evaluation results are used to guide continued instruction. This concept of monitoring students’ progress, or “progress monitoring,” enables educators to determine if students are increasing their skills as expected, or if they need additional instructional interventions to enable them to maximize academic success.

The Student Achievement Pyramid of Interventions represents the process of continually implementing “progress monitoring” and then providing layers of more and more intensive interventions so that students can be successful and progress in their learning. This proactive approach does not wait until students have large gaps in their learning that are almost too great to overcome.

Tier 1: Standards Based Classroom Learning describes effective instruction that should be happening in all classrooms for all students. Tier 2: Needs Based Instruction/Learning: Standard Intervention Protocols: Tier Two becomes the answer to the question “what are we prepared to do when they do not learn?” Tier 2 describes pre-planned interventions that should be in place for students who are not being sufficiently successful or adequately challenged with Tier 1 interventions alone. Tier 3: Student Support Team (SST) Driven Instruction/Learning provides an additional layer of analysis and interventions.

If you have any questions or concerns about this recommendation, please contact the school to request a meeting.

Sincerely, PRINCIPAL’S NAME HERE Principal Please sign and return this letter so that we know that you have received this information regarding your child. Parent’s Signature_____________________________________________________ Date________________________________________________________________



A los padres de __________________________,

Cada uno quiere ver a su niño excel, y puede ser muy frustrante cuando un niño se queda atrás en el aprendizaje a leer, hacer matemáticas, o conseguir en otros sujetos. Por un proceso de observación de aula, proyección universal, y grados de aula, se ha hecho aparente que su niño experimenta la dificultad en los estándares aula basada (Grada I) ajuste. Por lo tanto, le informamos que su niño recibirá la Grada II apoyo. Su niño seguirá siendo enseñado en el aula regular, pero recibirá instrucción adicional e intervenciones en su área (s) de la necesidad. Uno de los instrumentos que usaremos para ayudar a su estudiante es un programa de software llamado ClassWorks.

La investigación consecuentemente indica que el crecimiento de estudiante es realzado cuando los resultados de evaluación son usados para dirigir la instrucción seguida. Este concepto de supervisar el progreso de los estudiantes, “o escucha de progreso,” permite educadores determinar si los estudiantes aumentan sus habilidades como esperado, o si ellos necesitan intervenciones educacionales adicionales para permitirles maximizar el éxito académico.

La Pirámide de Logro de Estudiante de Intervenciones representa el proceso de continuamente poner en práctica “escucha de progreso” y luego suministro de capas de intervenciones cada vez más intensivas de modo que los estudiantes puedan ser acertados y progresar en su aprendizaje. Este acercamiento preventivo no espera hasta que los estudiantes tengan huecos grandes en su aprendizaje que son casi demasiado grandes para vencer.

Grada 1: el Aula Basada de los Estándares que Aprende describe la instrucción eficaz que debería pasar en todas las aulas para todos los estudiantes.

Grada 2: Necesita la Instrucción/Aprendizaje Basada: Protocolos de Intervención Estándares: ¿la Grada Dos se hace la respuesta a la pregunta “qué estamos listos para hacer cuándo ellos no aprenden?” La grada 2 describe intervenciones preplaneadas que deberían estar en el lugar para estudiantes que no son suficientemente acertados o suficientemente desafiados con la Grada 1 intervenciones solas.

Grada 3: el Equipo de Apoyo de Estudiante (SST) Instrucción/Aprendizaje Conducida proporciona una capa adicional de análisis e intervenciones.

Si usted tiene alguna pregunta o preocupaciones por esta recomendación, por favor póngase en contacto con profesor de su niño o principal.

Sinceramente,

PRINCIPAL’S NAME HERE Principal

Please sign and return this letter so that we know that you have received this information regarding your child.

Parent’s Signature_____________________________________________________

Date________________________________________________________________



Date: ________________

Dear Parent(s),

Elbert County teachers and staff want to help our students do their best and maintain success while in our

school system. There are concerns about your child's current progress. So, in an effort to help your child, a

Response to Intervention Team (RTI) has been formed. The main purpose of this group is to talk about how you

and your student's teachers can work together to benefit your child.

Your child’s teachers want you to be a part of this team. Parent support at home is very important for children

to be successful at school.

The RTI team is requesting a meeting for ____________________________________,

Student

on ___________________________________________ at _________________________.

day/date time

Thank you,

RTI Team

PLEASE COMPLETE THE FORM BELOW AND RETURN IT ON THE NEXT SCHOOL DAY

I can attend the RTI meeting on _________________________________ at _____________

Day/Date Time

Parent signature: ____________________________________________________

Teacher’s name: ____________________________________________________




Second Parent Meeting Request

Date: ________________

Dear Parent(s),

Elbert County teachers and staff want to help our students do their best and maintain success while in our

school system. There are concerns about your child's current progress. So, in an effort to help your child, a

Response to Intervention Team (RTI) has been formed. The main purpose of this group is to talk about how you

and your student's teachers can work together to benefit your child.

Your child’s teachers want you to be a part of this team. Parent support at home is very important for children

to be successful at school.

The RTI team has rescheduled a meeting for ____________________________________,

Student

on ___________________________________________ at _________________________.

day/date time

Thank you,

Your child’s teacher

PLEASE COMPLETE THE FORM BELOW AND RETURN IT TOMORROW

___Yes, I can attend the RTI meeting on _________________________________

___No, I cannot attend the RTI meeting, and I would like to reschedule for

_______________________________________________________________________

___ No, I cannot attend, but please discuss the following:

Parent signature: ____________________________________________________

Teacher’s name: ____________________________________________________



Parent Notification Letter from Tier 2 back to Tier 1

Date:

Dear

Your child’s, __________________________, current grades indicate that the need for a daily intervention is no longer necessary.

The teacher will continue to review your student’s progress and will continue Tier I instruction. You will be contacted if TIER II intervention is deemed necessary again in the future for your child’s attaining grade level skills.

Please call or contact me if you have any questions or concerns.

_________________________________

Teacher

Explanation of RTI:

The Student Achievement Pyramid of Interventions represents the process of continually implementing “progress monitoring” and then providing layers of more and more intensive interventions so that students can be successful and progress in their learning.

Tier 1: Standards Based Classroom Learning describes effective instruction that should be happening in all classrooms for all students.

Tier 2: Needs Based Instruction/Learning: Standard Intervention Protocols: Tier Two becomes the answer to the question “what are we prepared to do when they do not learn?” Tier 2 describes pre-planned interventions that should be in place for students who are not being sufficiently successful or adequately challenged with Tier 1 interventions alone.

Tier 3: Student Support Team (SST) Driven Instruction/Learning provides an additional layer of analysis and interventions.

Parent’s Signature _______________________________ Date:__________________


Elbert County School System Intervention Team Monthly Fidelity Checklist

Student: _______________________________Grade: _________ Date: ______________

School: ______________________________________________________________________

1. The baseline data in the area(s) of concern was described in

specific, measurable terms meaningful for the intervention? YES NO

2. The goal(s) for the student was described in measurable terms on

the written intervention plan? YES NO

3. A method for measuring the progress toward the goal was

described in writing? YES NO

4. An intervention to improve student performance was designed in

the form of a written intervention plan? YES NO

5. At least one person is assigned to SUPPORT the teacher in

implementing the intervention plan? Who?

YES NO

6. The teacher was provided the time, materials, and training to

implement the intervention plan? YES NO

7. An implementation integrity measure is available for checking

how the intervention was implemented? YES NO

8. The parent of the student receiving intervention is aware and has

the opportunity to be involved in the intervention process? YES NO

9. A date for the review of the intervention plan and progress

monitoring data was specified in writing? YES NO

10. The student was in attendance in school and engaged in the

intervention activities? YES NO

11. All parties followed the written intervention plan? **If no,

describe how the instruction deviated from the intervention plan

on the back of this form.

YES NO**

Teacher Signature: Winter

_________________Spring__________________________________


RTI Coor. Signature: _________________________________ Date____________


Classworks Language Arts Interventions

Student’s Name_______________________________ Grade ___________ Teacher ______________________ Reading

Universal Screener Score__________

Skills Snapshots

Other Classworks Interventions

Universal Screener

Notes: ______________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Date

Assigned

Grade

Equivalent

LA Baseline

Score

Final Score Notes

1 LVL 1 Grammar

1 LVL 1 Reading

1 LVL 1 Word Analysis

2 LVL 2 Grammar

2 LVL 2 Reading


3 LVL 3 Grammar

3 LVL 3 Reading


3 LVL 3 Writing & Study Skills

Date

Assigned

Grade

Equivalent

LA Baseline

Score

Final Score Notes

Pre-K Instruction-NAEP Language Arts/Math

Pre-K

0/15 ______/15

K Instruction-NAEP Language Arts

Kindergarten

0/37 ______/37

K Custom Assessment-Reading-Level 0

K Custom Assessment-Language-Level 0

K Instruction-Language Learner Series

Literacy - Emergent

0/31 ______/31

K Instruction- Language Learner Series

Literacy – Transitional

0/64 ______/64

Reading Universal Screener

Grade Beginning

of year Middle of

Year End of Year

K 210 235 260

1 260 275 290

2 290 310 330

3 330 360 390


Classworks Math Interventions Student’s Name________________________Grade _________ Teacher __________________

Math Universal Screener Score__________

Skills Snapshots

Other Classworks Interventions

Notes: ___________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Date Assigned Grade

Equivalent

Math Baseline Score Final Score Notes

1 Lvl 1 Geometry 1 Lvl 1 Measurement 1 Lvl 1 Numeration 1 Lvl 1 Operations 1 Lvl 1 Statistics & Probability 2 Lvl 2 Geometry 2 Lvl 2 Measurement 2 Lvl 2 Numeration 2 Lvl 2 Operations 2 Lvl 2 Statistics & Probability 3 Lvl 3 Geometry

3 Lvl 3 Mathematical Processes 3 Lvl 3 Measurement 3 Lvl 3 Numeration 3 Lvl 3 Operations 3 Lvl 3 Statistics & Probability

Date Assigned Grade

Equivalent

Math Baseline Score Final Score Notes

Pre-K Instruction-NAEP Language

Arts/Math Pre-K 0/15 ______/15

K Instruction-NAEP Math

Kindergarten 0/40 ______/40

K Custom Assessment-Numbers

and Operations-Level 0

K Custom Assessment-

Measurement and Geometry

Mathematics Universal Screener Grade

Beginning of Year

Middle of Year

End of Year

K 210 230 250

1 250 270 290

2 290 310 330

3 330 355 380


Student’s Name______________________Grade _______Teacher’s Name _____________________ Reading Universal Screener Score__________

Date Assigned Grade

Equivalent

LA Baseline

Score

Final Score Notes

1 LVL 1 Grammar

1 LVL 1 Reading


2 LVL 2 Grammar

2 LVL 2 Reading


3 LVL 3 Grammar

3 LVL 3 Reading



4 LVL 4 Grammar

4 LVL 4 Reading



5 LVL 5 Grammar

5 LVL 5 Reading



6 LVL 6 Grammar

6 LVL 6 Reading



7 LVL 7 Grammar

7 LVL 7 Reading



8 LVL 8 Grammar

8 LVL 8 Reading

8 LVL 8 Analysis



Student’s Name_______________________________ Math Universal Screener Score__________

Date Assigned Grade Equivalent Math Baseline Score Final Score Notes 1 LVL 1 Geometry 1 LVL 1 Measurement 1 LVL 1 Numeration 1 LVL 1 Operations 1 LVL 1 Statistics & Probability 2 LVL 2 Geometry 2 LVL 2 Measurement 2 LVL 2 Numeration 2 LVL 2 Operations 2 LVL 2 Statistics & Probability 3 LVL 3 Geometry 3 LVL 3 Mathematical Processes 3 LVL 3 Measurement 3 LVL 3 Numeration 3 LVL 3 Operations 3 LVL 3 Statistics & Probability 4 LVL 4 Geometry 4 LVL 4 Mathematical Processes 4 LVL 4 Measurement 4 LVL 4 Numeration 4 LVL 4 381-420 Operations 4 LVL 4 Statistics & Probability 5 LVL 5 Geometry 5 LVL 5 Mathematical Processes 5 LVL 5 Measurement 5 LVL 5 Numeration 5 LVL 5 Operations 5 LVL 5 Statistics & Probability 6 LVL 6 Geometry 6 LVL 6 Mathematical Processes 6 LVL 6 Measurement 6 LVL 6 Numeration 6 LVL 6 Operations 6 LVL 6 Statistics & Probability


7 LVL 7 Algebra 7 LVL 7 Geometry 7 LVL 7 Measurement 7 LVL 7 Numeration 7 LVL 7 Operations 8 LVL 8 Statistics & Probability 8 LVL 8 Algebra 8 LVL 8 Geometry 8 LVL 8 Measurement 8 LVL 8 Numeration 8 LVL 8 Operations 8 LVL 8 Statistics & Probability


Grade Math Classworks Monitoring Form for _____________________

Math Class: ____________ Math Teacher: ___________________________

Screener Scores Fall: ____/____ Winter: ____/____ Spring ____ / ____

Algebra Geometry Mathematical

Processes Measurement Numeration Operations

Statistics &

Probability



Statistics &

Probability



Statistics &

Probability

CRCT Content Weights (12-13)

Number Operations – % Algebra – % Geometry– % Meas. & Data Ana – %


Grade ELA Classworks Monitoring Form for _____________________

ELA Class: ____________ ELA Teacher: ___________________________

Screener Scores Fall: ____/____ Winter: ____/____ Spring ____ / ____

Grammar Reading Word Analysis Writing & Study Skills



CRCT Content Weights (12-13 ) Literary Comprehension – % Reading for Info- % Information & Media- % Reading Skills & Voc. – % Grammar – % Research & Writing- %

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