Middle of the Year Initial Sort Worksheets Kindergarten – PSF Kindergarten - NWF Grade 1 – PSF Grade 1 – NWF Grade 1 – R- CBM Grade 2 – R-CBM Grade 3 – R-CBM Grade 4 – R-CBM Grade 5 – R-CBM Grade 6 – R-CBM Grade 7 – R-CBM Grade 8 – R-CBM 9-12 – R-CBM Phoneme Segmentation Fluency (PSF) Initial Instructional Sort aimsweb Group 1 Accurate and Fluent Group 2 Accurate but Not Fluent % ACC SCORE % ACC Name 18 + 95% + Name - 18 95% +
End of the Year Initial Sort Worksheets Kindergarten – PSF Kindergarten - NWF Grade 1 – NWF Grade 1 – R- CBM Grade 2 – R-CBM 3 – R-CBM Grade 4 – R-CBM 5 – R-CBM Grade 6 – R-CBM Grade 7 – R-CBM Grade 8 – R-CBM Grade 9-12 – R-CBM
aimsweb Back Testing Worksheet R-CBM Refer to Step 10 to complete this worksheet. Name: School Year: Teacher: School: Back test if at/below Continue back testing met R-CBM Median Correct Median Errors Accuracy Fall aimsweb Correct Winter aimsweb Correct Spring aimsweb Correct End of Year Target Score aimsweb Accuracy Percent 8th Grade 112 122 130 161 98% 7th Grade 94 109 130 171 98% 6th Grade 103 111 128 161 98% 5th Grade 78 97 106 143 98% 4th Grade 67 86 102 136 98% 3th Grade 42 64 83 119 98% 2th 21 47 61 92 95% 1st Grade 14 24 53 95% NWF 57 PSF 45 Grade Level Teams will need to take the following steps to determine appropriate progress monitoring for each student in the Intensive category: If the student falls at or below the listed WCPM score for a particular grade level at a particular time of year, that student will be back tested. progress monitoring probes, test down one grade level at a time beginning with the grade level immediately below the student’s current grade level. (Make sure to administer three progress monitoring probes for each student, and use the median score when making the determination whether or not to continue back testing.) Continue back testing the student’s median score reaches the grade level end of the year benchmark and the student has met the accuracy percentage for that grade level. Once the student has reached benchmark at a particular grade level, the student will be progress monitored at one grade level higher. Once the student reaches grade level (8th grade for high school), continue to progress monitor at grade level until the end of the year benchmark and accuracy are reached for the student’s grade level. In some instances, back testing with some students may need to continue through NWF and PSF in to determine the appropriate level of progress monitoring. (Adapted from the Kansas MTSS Building Leadership Implementation Guide Reading, 2013)
Research Based Instructional Practices Instruction Curriculum Fidelity of instruction Modeling and guided practice to independent practice (I Do, We Do, You Do) Explicit teaching Pace of instruction Opportunities to respond Time allocated Intervention in addition to core Intervention time (daily) More intervention time needed Sufficient questioning, checks for understanding Clear directions Sufficient practice, application, and review Appropriate match between learner and intervention Accuracy, fluency, or comprehension Appropriate rate of progress to reach goal/benchmark Most important instructional focus for time of year/grade Progress monitored on the appropriate skill: What is being taught? NWF? ORF? Relation to post-school outcomes and student interests Variety of activities Skills taught to mastery Explicit approach to teaching Appropriate independent work activities Environment Learner Classroom routines and behavior management designed to support learning Appropriate person teaching the intervention group arrangements for instruction Size of group Student placement in appropriate Movement to group using decision rules Infrequent interruptions to class High academic learning time and brief transitions Time devoted to homework with monitoring Motivation Task persistence Social skills/peer relationships Commitment to school Self-efficacy Attendance Learning strengths Pattern of performance errors reflects skill deficits Connection with school, community, adults, and family Home-based literacy activities (no new learning, sight-word practice) (Adapted from the Kansas MTSS Building Leadership Team Implementation Guide Reading)
Who is responsible? Who is responsible? Who is responsible? Who is responsible? What will be done? What will be done? What will be done? What will be done? When will it occur? When will it occur? When will it occur? When will it occur? Where will it occur? will it occur? Where will it occur? Where will it occur? The next meeting will be held:
Instructional Groupings Model Examples Model Considerations Advantages Disadvantages Scheduling Resources Pull Out Works best when numbers of students needing assistance is small and/or done cross grade level. Students in group need to have same instructional needs. Most similar to traditional practice Minimal logistical planning needed Transition time to resource needed Most schools have more students to than this model accommodates Coordination with planning and reviewing progress monitoring data between teachers needed Typically, each grade level receives support ½ hour to one hour each day Need to insure that students served with this are not pulled out of general education curriculum This model rarely requires extra or change in resources In Class Works best when numbers of students needing assistance is small Students in group need to have same instructional needs Students stay in class for intervention time Classroom teacher is able to work with at one group of his/her own students Students may be more flexibly in and out of intervention time Most schools have more students to serve than this model accommodates Coordination with planning and reviewing progress monitoring data between teachers who help is needed Typically, each grade level receives support ½ hour each day Can be done other students are rotating through centers Classroom supervisor may be necessary to protect uninterrupted intervention time
Intervention Team Most likely used when number of students needing intervention is large, or beyond what can be done by the teacher and one support staff A team can accommodate a larger number of groups Larger numbers of groups can make for more options when student’s needs change Transition time to new groups needed General education teacher disconnected from student and instructional planning Interventionists report wanting to have the students for longer periods of time Training and support needs to be coordinated May be easy to overlook need to make core curricular changes Typically, each grade level receives support ½ hour each day Depending on the number of intervention groups necessary, resources may need to be rethought in the school Make sure adequate training and support is into the model Make sure students most in need have the most qualified interventionists Walk to Intervention Cross-Class Similar to intervention team approach, but teachers used as interventionists Designated time by grade level insures that all students receiving extra reading time without conflicts to missing general education curriculum Allows for several certified staff to be providing Transition time to new groups needed General education teacher sometimes disconnected from student and instructional planning Each grade level coordinates intervention time with other reading teachers (reading specialists/special education) Depending on the number of intervention groups necessary, teachers may be able to provide more guided assistance to students barely on
Alternative Class (Required Elective) Students with similar needs are scheduled with an intervention teacher for basic skills instruction, while remaning in the core English/Language Arts (ELA) or math course Works well in high school schedule Enables students to progress in core content classes improving basic literacy or math skills The interventionist may be able to provide both student instruction and teacher consultation Convenient for using purchased curriculum for struggling readers Students lose the choice of what may be a preferred elective class Requires having a staff member with specialized knowledge of basic skills instruction Requires that students with common be available during the same class period The number of students and their needs will determine how many class periods the interventionist needs to schedule Intervention Team (Homeroom) Each teacher a group of students for intervention, including students at benchmark or above Works well in middle school schedules Providing intervention during homeroom time with fluidity of grouping Requires common planning time for teachers to collaborate Instructional groups can be matched to teachers’ individual skills Some buildings may need to increase the amount of time allowed for homeroom All School Seminar or Advisory Period All students receive extensions, additional practice, or supplemental or Many secondary schools already have an advisory or seminar period Requires that focus of seminar be changed to instruction. This means a loss of The way students are scheduled into seminar may need to be reorganized Changed purpose of seminar will require that more teachers are engaged in
intense instruction during seminar time into their schedules Assures that all students (advanced learners, benchmark students, and students with learning difficulties) receive some type of intervention Enables departmental planning for interventions time for student organizations and may also conflict with scheduled teacher planning times instruction during that period Option 1 Option 2 Option 3 Option 4 All ELA classes are scheduled throughout the school day and are heterogeneously grouped A reading support elective (mandatory) is to the schedule to allow for enrichment for Tier I or Tier II interventions Students in need of Tier III intervention receive 2 periods of intense instruction in addition to the ELA class ELA classes are scheduled throughout the day ELA classes are heterogeneously grouped Students are pulled out for Tier II and Tier III intervention during other classes (one period for Tier II and two periods for Tier III Tier II intervention may within another class (e.g. Social Studies) ELA classes are double blocked (one period core credit and one period elective) ELA classes are scheduled at the same time of the day as much as possible ELA classes are homogeneously grouped based on assessed need and grade level Pacing, intensity, content, exposure to the core and ELA classes are heterogeneously grouped for students in Tier I and Tier II ELA classes are scheduled throughout the day Students requiring Tier III intervention are removed from grade level curriculum and receive 2 blocked periods of intense intervention. The class counts for one grade level and one elective class.
Intervention classes are blended across grades and populations on student need Tier II and Tier III intervention classes are scheduled during the same period as much as possible Intervention classes are homogeneously grouped based on student need Intervention classes are blended across grades and populations explicit instruction are based on assessed student need Classes are blended across populations This option is useful wen large numbers of students need intervention Classes are blended across grade levels and populations Tier 2 classes are homogeneously grouped and replace one elective Classes are blended across grade levels and populations Tier II and Tier III classes are parallel scheduled as much as possible (Adapted from the Kansas MTSS Building Leadership Team Implementation Guide Reading)