2.1 Benchmark assessments identify students who exhibit low literacy skills and are experiencing reading difficulty. LEA: School: Comments: 2.2 Benchmark assessments are completed within one to two weeks after the start of school to provide baseline data for every student. LEA: School: Comments: 2.3 Specialized, scientifically based reading research (SBRR) program/curricula emphasizing the five essential components (as appropriate) are utilized when working with students in homogenous small-group instruction for a minimum of thirty minutes per day, in addition to the minimum of 90 minutes of core reading instruction. LEA: School: Comments: 2.4 Frequent (every two weeks) progress monitoring on targeted skill(s) to ensure adequate progress is being made by each student is implemented by teachers. LEA: School: Comments: 2.5 The supplemental interventionist is a classroom teacher, a specialized reading teacher or an external interventionist specifically trained to implement supplemental interventions. LEA: School: Comments: 2.6 The interventionist delivers the specific intervention program/curriculum in a direct, explicit and systematic manner adhering to the fidelity of the program. LEA: School: Comments: 2.7 Supplemental intervention should begin as soon as possible, and no later than the third or fourth week of school. LEA: School:
Comments: 2.8 Progress-monitoring information is used to adjust daily classroom instruction, and as a measurement for exiting students when appropriate to ensure fluidity. LEA: School: Comments: 2.9 Teachers keep a documented record for each student of the intervention and progress-monitoring data. LEA: School: Comments: Intensive Intensive intervention is generally for students who have received a minimum of 6 – 8 weeks of consistent supplemental instruction and have not made adequate progress. The interventionist delivers the selected intervention program in a direct, explicit and systematic manner adhering to the fidelity of the program/curriculum. 4-3-2-1 Next Steps for LEA/School to Increase Level of Implementation 3.1 A data driven decision must be made about the student’s instructional needs before the intensive intervention is begun to ensure the intervention will meet the needs of the student. LEA: School: Comments: 3.2 One round of intensive instruction occurs five days a week for a minimum of ten to twelve weeks. LEA: School: Comments: 3.3 Intensive intervention is provided daily (five days a week) through a minimum of thirty minutes of intensive, focused instruction aligned to the reading skill level of the student. LEA: School: Comments: 3.4 Based on data, intensive intervention groups are organized LEA:
Teaches domain-specific vocabulary Teaches all-purpose academic words Teaches multisyllabic word reading strategies Teaches content concepts Comments: Vocabulary and Content Knowledge Instruction Indicators 4-3-2-1 Yes/No Next Steps for LEA/School to Increase Level of Implementation 6.3 Grade 8 Content Area Classrooms: Provides the students with explicit instruction, including: LEA: School: Teaches content facts clear goals and directions modeling guided practice independent practice Builds student background knowledge Teaches domain-specific vocabulary Teaches all-purpose academic words Teaches multisyllabic word reading strategies Teaches content concepts Comments: Comprehension Strategy Instruction Indicators 4-3-2-1 Yes/No Next Steps for LEA/School to Increase Level of Implementation 7.1 Grade 6 Content Area Classrooms: Provides the students with explicit instruction, including: LEA: School: clear goals and directions modeling guided practice
– knowledge of text features – making inferences Comments: Comprehension Strategy Instruction Indicators 4-3-2-1 Yes/No Next Steps for LEA/School to Increase Level of Implementation 7.3 Grade 8 Content Area Classrooms: Provides the students with explicit instruction, including: LEA: School: clear goals and directions modeling guided practice independent practice Teaches comprehension monitoring Explicitly teaches or models the use of: graphic organizers semantic organizers summarization/paraphrasing – question asking – question generating – knowledge of text structure – knowledge of text features – making inferences Comments: Motivation and Engagement Indicators 4-3-2-1 Yes/No Next Steps for LEA/School to Increase Level of Implementation 8.1 Grade 6 Content Area Classrooms: Provides the students with explicit instruction, including: LEA: School: clear goals and directions modeling