• I cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg. The phaonmneal pweor of the hmuan mnid. Aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoatnt tihng is taht the frist and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it wouthit a porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Amzanig huh? yaeh and I awlyas thought slpeling was ipmorantt! 

CAREWhat actually happens

here?

New Student Testing

• Each new student to St. Paul in grades 1-8 is tested in the first 2 weeks of school• This takes ~45 minutes per

student• A report is then sent to

parents

• All 1st Graders are tested in the first 2 weeks of school• This also takes ~45 minutes per student• Deanne & I use these results to determine

which students need a little extra help

All new students to the CARE must sign a parent

permission form before they begin or if they are to be

tested

Parent or Teacher requested testing• For remedial testing the Woodcock Johnson

Diagnostic Reading Battery is given• This takes anywhere from 1-2 hours to

administer• Original report given to parents and teacher

is computer generated with some tweeking• For enrichment SAGES-2 Screening

Assessment for Gifted Elementary and Middle School Students• This generally takes about 1 hour• This report is again prepared and given to

parents and teacher

St. Paul Lutheran School Student Service Plan

Student: ________________________________________________ Birthdate: ______________ Grade: _________ Gender: ________ Last First Middle Mo/Day/Yr

Current Descriptive Information:

Describe the child's strengths: ______________________________________________________________________________________________ ______________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________ Describe the concerns of the teacher/parents regarding their child's education:_______________________________________________________ ______________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________ Describe how the child's ability affects involvement and progress in the general curriculum: __________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________

Benchmarks/Short-Term Instructional Objectives

Criteria for

Mastery

Methods Of

Evalu-ation

Actual Date(s) & Results of

Evalu-ation

Report of Progress

1st 2nd 3rd

1.

Report of Progress

1. No progress made* 2 Very little progress being made towards goal* 3. Some progress being made towards 4. Goal has been met,

2.

3.

St. Paul Lutheran School Student Service Plan

Student: ________________________________________________ Birthdate: ______________ Grade: _________ Gender: ________ Last First Middle Mo/Day/Yr

Current Descriptive Information:

Describe the child's strengths: ______________________________________________________________________________________________ ______________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________ Describe the concerns of the teacher/parents regarding their child's education:_______________________________________________________ ______________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________ Describe how the child's ability affects involvement and progress in the general curriculum: __________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________

Benchmarks/Short-Term Instructional Objectives

Criteria for

Mastery

Methods Of

Evalu-ation

Actual Date(s) & Results of

Evalu-ation

Report of Progress

1st 2nd 3rd

1.

Report of Progress

1. No progress made* 2 Very little progress being made towards goal* 3. Some progress being made towards 4. Goal has been met,

2.

3.

Classroom Instruction Assignment Accommodations/Modifications: Accommodations/Modifications: ______ Preferential seating ______ Assignment book ______ Provide copies of material to be copied ______ Abbreviated assignments from book or board ______ Additional time ______ Provide copies of notes (from another student) ______ Study guide ______ Peer tutoring ______ Extra grade opportunities ______ Behavior/performance contracting (Re-do items missed, extra credit) ______ Highlighted textbook (student) ______ Other ___________________________ ______ Taped materials ______ Attends the Learning Center for __________________________ ______ Other:__________________________________ Classroom Testing Accommodations/Modifications: ________ Extended Time ________ Modify test format (word bank, multiple choice, short answer) ________ Reading aloud/sign for internal instructions ________ Oral Testing ________ Reading aloud /sign for test items ________ Abbreviated concepts tested ________ Use of calculator ________ Modify grading scale (Pass/Fail or points) ________ Talking or Electronic Device with Braille Display ________ Word processor w/ or w/o talk-text technology ________ Reads into auditory recorder and plays back ________ Other: ________________________________________________________________________

• Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavior needs. High-quality, scientifically based classroom

instruction Ongoing student assessment Tiered instruction Parent involvement

RTIResponse to Intervention

Remedial Students• Students are seen between two and three times per

week individually or in small groups• Individual lesson plans for each group

• Kindergarteners • Letter identification & sounds• Later in the year – sight words

• 1st graders • Huge concentration on sight words• Preread and reread basal stories

• 2nd on up• Vocabulary work• Preread and reread basal stories

• Examples of Activities

Enrichment Students

• Individuals Curriculum totally depends on the student

• Reading Groups Novel units at least 1-2 years above current

grade level

• Examples

End-of –Year Remedial Testing

• Goal is 1 year gain• Report sent home to parent

•QUESTIONS?

•HOW CAN I HELP YOU AS A CLASSROOM TEACHER?