right on target scc4safe=active scc4safe=active

Right on Target…

• http://www.youtube.com/watch?v=swHTmEXsCC4&safe=active

2

Core

Student Needs

Reso

urce

sResponsiveness

to Instruction

Identify Area(s)

of Need

Implement Plan

Evaluate

Develop a Plan

Intensive

3

Heart Patient

Documenting Problem-Solving: Core

Let’s Try One…

• 2nd grade example

• Using the template

Early Warning System

7

Fall- 72% of 2nd graders not on target…Core issue?

Triangulate the DataCommon formative assessment (CFA) for reading comprehension-

•Target score = 75%

•83% of students scored below 75%

Team TimeIdentify the problem.

Remember:

• Behavioral/academic definition

• Concrete, observable and measurable

• Stranger test

• Typically begins broad

Group Activity

• Using the chart, place the pieces in the appropriate section

• We will share out answers when finished

Identify Problem(s)

Seventy-two percent (72%) of all 2nd grade students did not meet grade level expectation in the area of reading fluency

and

Eighty-three percent (83%) did not meet the expected benchmark score on a test of reading comprehension

Next….Develop Hypothesis

We must ask questions to form a hypothesis regarding “What is the problem? Why is it occurring?”

We ask questions across four domains

Develop Hypothesis

Develop Hypothesis

Curriculum

Instruction

Environment

Curriculum materials do not contain explicit fluency practice in K, 1, 2.

Schedule for literacy does not contain explicit fluency practice in K, 1, 2.

K-1 instruction was not systematic in phonics instruction and there was little instruction on irregular words.

Develop Hypothesis

Curriculum

Instruction

Environment

Review 1st grade materials

Review literacy block scheduleObserve during literacy block

Interview K-1 teachersReview K-1 materials, 1st grade Reading 3D results

Collect & Use Data

• Interview K, 1 teachers; review materials for K, 1; review Reading 3d test results for 1st;

• Review 1st grade curricular materials for the big five of literacy (phonemic awareness, phonics, fluency, vocabulary and comprehension)

• Review schedule and observe during literacy in first and second grade

Schedule for first and second grade literacy reveals no explicit fluency practice in literacy for K, 1, 2

Very little explicit fluency practice in first grade curriculum; appropriate amount of time/materials/strategies for phonemic awareness, phonics, vocabulary and comprehension

Materials and teachers report systematic phonics in kindergarten and first; Nonsense Word Fluency for 1st- 90% of students on target

Precise Problem Statement

72% of students in second grade are not on target in the area of oral reading fluency and 83% of students in second grade are not on target for reading comprehension due to a lack of focus (explicit instruction and time in the literacy block) on reading fluency in first and second grades.

Place in appropriate spot on the chart

Team TimeDiscuss possible solutions based on the precise problem statement

72% of students in second grade are not on target in the area of oral reading fluency and 83% of students in second grade are not on target for reading comprehension due to a lack of focus (explicit instruction and time in the literacy block) on reading fluency in first and second grades.

Discuss & Select SolutionsTeacher utilizes direct instruction oral reading fluency strategies during literacy block (whole group & literacy stations)

Utilize Florida Center for Reading Research (FCRR) resources with teacher instruction/feedback

Reading specialist goes in the classrooms for each literacy block to teach fluency skills

✔

✔

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Student Demographic Sheet

• Every student that is considered at risk (red or yellow on 3D or Aimsweb, Level 1 or 2 on EOG, below grade level on benchmarks, or from teacher observations) MUST have a demographic sheet completed

• This, in combination with the Tier 1 paperwork (stapled), takes the place of the SSP

Review Previous EvaluationsReview previous evaluation(s) if conducted. This can be confirmed with the school psychologist or through records maintained in the school. If student moved between schools in our system it may be necessary to involve the school psychologist/program specialist. If assured that student was never evaluated for EC services, the referring teacher should sign here: Signature of referring teacher:___________________________________________________________ If evaluated previously: Obtain results from the previous assessment and include here (describe and/or attach DEC 3): Describe evidence that suggests the student would more likely meet or not meet eligibility for EC services if evaluated?

Student Name GradeID# D.O.B.Parent/Guardian Name(s)Address Phone #Services Received: Health Concerns:

Date Type of Contact Person Making Contact Outcome

Summary of Parent Contacts:

Area of concern (circle): Phonological Awareness Fluency Comprehension Vocabulary Writing Math Behavior  

Student Demographic Information

What do students need to know? How will we know they’ve learned it?Universal Screening Data that supports the Area of Concern

(Student is not meeting standard on Universal screen or grade level standard

Don’t Get Stuck….

• http://www.youtube.com/watch?v=CwOi4D9lPig&safe=active

Feedback

• Please complete the exit ticket