step 3
DESCRIPTION
Step 3. . SAT coordinator assembles meeting of staff and parents and sends Parent Input form along with invitation for the meeting. Brainstorm with parents and review all information collected noting strengths and weaknesses- use SAT Minutes Form again - PowerPoint PPT PresentationTRANSCRIPT
Step 3
SAT coordinator assembles meeting of staff and parents and sends Parent Input form along with invitation for the meeting.Brainstorm with parents and review all information collected noting strengths and weaknesses- use SAT Minutes Form againDiscuss any environmental factors that could be contributing and brainstorm strategies to assist.Schedule a meeting in 9 weeks to meet again as a team to analyze data. Inform parents that they will be updated weekly with progress monitoring data. Discuss option of Sp. Ed. referral if student does not make gains. Implement strategies and intervention in classroom and power hour to remediate areas of concern. Continue to collect data.
Step 3
12/2/2011Parent Input Form
2/2/20112SAT Meeting Invitation
2/2/20113
2/2/20114
2/2/20115TEACHER SAT WORKSHEET
This is a working document for the SAT ProcessStudent:
______________Grade:
Teacher:
_______________ School Year:
SUBJECT AREA:
( Basic Reading
( Math Calculation
( Oral Expression
( Reading Fluency
( Math Problem Solving( Listening Comprehension
( Reading Comprehension ( Written Expression
Note: If there is concern regarding more than one subject area, please complete a separate worksheet for that area.
I. ACADEMIC ACHIEVEMENT REGARDING GRADE-LEVEL EXPECTATIONS
METHOD OF REPORTING:
PROGRESS MONITORING / BENCHMARK SCREENING:
1. Type of progress monitoring used:
( DIBELS ( AIMSweb ( Yearly Progress Pro( EdCheckup2. Please mark the appropriate column for each week:Week Number/DateStudent ScoreMeets / exceeds aimlineFalls below aimline
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
AND/OR
( CRITERION-BASED MEASUREMENT (CBM)/BENCHMARK SCREENING( GLAD ( SRI / STAR ( DRA ( COMPASS
Date administered:
Outcome:
Students score:
This score is:
( At benchmark level or above grade-level median score if using local
norms (Strength)
( At at-risk level or below 10th percentile if using local norms (Weakness)( Neither strength nor weaknessTeacher Pattern of Strengths & Weaknesses Summary FormStudent:
Grade:
Teacher: ___________Date:_________
SUBJECT AREA:( Basic Reading
( Math Calculation
( Oral Expression
( Reading Fluency
( Math Problem Solving( Listening Comprehension
( Reading Comprehension ( Written Expression
Assessment TypeStrengthWeaknessNeither
Progress Monitoring:( Student meets/exceeds aimline( Student is falling below aimline for at least 4 consecutive weeks on most recent tests
Criterion-Based Measurement (CBM) (Benchmark) Screening( At benchmark level or above grade-level median score if using local norms( At at-risk level or below 10th percentile if using local norms
MEAP( Level 1 or Level 2 ( Level 3 or Level 4
Classroom Assessments( Scores > 80%( Scores < 60%
Grade( A/B or meets/exceeds expectations ( D/E or does not meet expectations
Behavioral Information( Based on teachers professional judgment in comparing student to others in classroom( Based on teachers professional judgment in comparing student to others in classroom
PSW Summary Sheet for all other subject areas (lower half of this form)( Student demonstrates average understanding of academic content in comparison to other students in classroom.( Student demonstrates that s/he does not understand the academic content.
Academic Achievement regarding grade-level expectationsAge-appropriate
functional/intellectual
skills
Progress Monitoring or CBM screening MEAPCurriculum AssessmentsGrades
Basic ReadingS N WS N WS N WS N W
Reading FluencyS N WS N WS N WS N W
Reading
Comp.S N WS N WS N WS N W
Math Calc.
S N WS N WS N WS N W
Math Prob. SolvingS N WS N WS N WS N W
Written Exp.
S N WS N WS N WS N W
Oral Exp.
S N WS N WS N WS N W
Listening Comp.S N WS N WS N WS N W
S = Strength: Area(s) of Strength (i.e., at least 3 S checks for each area) are: ______________________________
W = Weakness: Area(s) of Weakness (i.e., at least 4 W checks for each area, including at least 1 individually administered academic achievement assessment) are:___________________________________________________.
N = Neither strength/weakness
Students Patterns of Strengths & Weaknesses in All Other Subject Areas
Developed by Raquel Fernandez-Earns, PhD
tPSW summary rev: 8.26.10