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3rd, 4th, and 5th Grades

Universal Screening and Intervention Guidelines

2018-2019

Elementary curriculum and professional development

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Table of Contents

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Universal Screening Calendar

Reading and Math Assessments

Reading Interventions

Mathematics Interventions

Appendix A–NWEA MAP Reports Summary

Appendix B – Reading Levels Correlation Chart

Appendix C – Intervention Logs

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2018-2019 Universal Screening CalendarPreK-8th Grade

*Revised 8-22-18

Parker, Carrie Friday, August 24, 2018 at 5:02:14 PM Central Daylight Time

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3rd - 5th Grade Reading and Math Assessments

REQUIRED READING and MATH ASSESSMENTS: • MAP (Measures of Academic Progress)

ADDITIONAL ASSESSMENT RESOURCES: o Fountas and Pinnell Benchmark Assessments

Measures of Academic Progress (MAP) Overview

• NWEA MAP (Measures of Academic Progress), computerized adaptive assessments,gives educators the information they need to improve teaching and learning. By virtueof its adaptive nature, it adjusts to the students’ functioning level based on the studentresponses. Educators use the growth and achievement data from MAP Reading andMath assessments to develop targeted instructional strategies and plan schoolimprovement. Results help educators make student-focused, data-informed decisions.

• MAP Reading and Math is administered to all 3rd, 4th, and 5th grade students at thebeginning, middle, and end of the year. The specific dates for testing windows areidentified on the District Universal Screening Calendar. This practice meets theuniversal screening requirement for the RtI process. Killeen ISD has selected MAP asthe universal screening tool to identify K-5 students who are at risk for learningdifficulties. Research shows that early identification and targeted interventions are thekeys to building strong literacy and numeracy foundations to prevent later difficultiesin reading and mathematics.

• Testing Accommodations - A universal screen is not a curriculum-based measure andis not used for a grade. It is used to provide information for educators to make the verybest decisions about each student’s instructional program.o The reading portion of MAP should not be accommodated or modified except for

accessibility.o The ARD Committee or 504 Committee should determine if reading the math

portion of MAP items to students with reading disabilities is needed to “access” thestudent’s math understanding.

Purpose of MAP Reading and Math: • Universally screens all students on the same scale• Identifies the needs of all students from struggling to advanced learners• Provides data for creating groups for small group instruction and intervention• Communicates to parents the reading/math progress of their child

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Beginning of year MAP Reading and Math administration: At the beginning the year, all K-5th grade students are administered the MAP Reading and Math to determine the instructional level. If in your professional judgment, the student’s classroom performance, and/or other

documentation (STAAR scores, anecdotal records, and any other previous data) cause you to question the MAP Reading results, use the reading record and comprehension portion of Fountas and Pinnell Benchmark assessments as an additional resource to identify students who will participate in reading interventions.

The MAP Math results in combination with STAAR math scores, commonassessments, and classroom performance will be used to identify students who will participate in math interventions.

Middle of year MAP Reading and Math administration: All K-5 students are administered the MAP Reading and Math during the MOY

window. Student Reading and Math progress is noted and needed adjustments made to

instructional and/or intervention groupings.

End of year MAP Reading and Math administration: All K-5 students are administered the MAP Reading and Math during the EOY

window. The MAP Student Growth Summary Report is placed in cumulative folders so that

students are targeted for immediate intervention at the beginning of the next school year.

MAP Reading and Math Reports: All teachers should have access to MAP Reading and Math reports through

NWEA.org. Through this site, teachers have quick and easy access to student data and helpful reports. For a summary of all reports, see Appendix A. For a complete description of all reports, see the MAP Reports Reference Guide on the ECPD website.

Recommended Class Reports:o Class Report shows class performance for a term, including norms status

rankings, so you can analyze student needs. This report also includes lexilelevels.

o Learning Continuum (Class View) Report shows students together withthe skills and concepts they need to develop.

o Achievement Status and Growth Report shows three pictures of growth,all based on national norms: projections so you can set student growth goals,summary comparison of two terms so you can evaluate efforts, and aninteractive quadrant chart so you can visualize growth comparisons.

Recommended Individual Reports:o Student Profile Report will show all the data you need to support each

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student's growth. This report also includes lexile levels.

o Student Progress Report shows a student's overall progress from all pastterms to the selected term so you can communicate about the student's term-to-term growth.

Fountas and Pinnell Benchmark Assessments The Fountas and Pinnell Benchmark Assessment is administered to those students whose MAP Reading scores are questioned.

Guidelines for administration: 1. If in your professional judgment, the student’s classroom performance, and/or other

documentation (STAAR scores, anecdotal records, and any other previous data) cause you to question the MAP Reading results, use the reading record and comprehension portion of Fountas and Pinnell Benchmark assessments as an additional resource for determining the student’s reading level.

2. Refer to the Reading Level Systems Correlation Chart (Appendix B) to determinethe correlation between Lexile and Fountas and Pinnell levels. This information will assist in determining the F & P Benchmark Assessment starting point

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3rd, 4th, and 5th Grade Reading Interventions

Fountas and Pinnell Leveled Literacy Intervention System

Based on the data from MAP Reading, in combination with STAAR results, classroom performance, common assessments, and progress monitoring, students are identified for placement in a reading intervention program. Intervention programs begin no later than the middle of the 1st 9 weeks. A reading intervention is 30-45 minutes of targeted reading instruction in ADDITION

to the core curriculum balanced literacy instruction provided to all students.

Fountas and Pinnell Leveled Literacy Intervention Students reading below grade level may be placed in the Fountas and Pinnell Leveled Literacy Intervention System. The Fountas and Pinnell LLI System is designed to be an in-the-classroom intervention provided for targeted students IN ADDITION to the core curriculum balanced literacy instruction. Fountas and Pinnell recommend that no more than 4-6 students participate in each LLI group.

Use the reading correlation chart in Appendix B to determine the Fountas and Pinnell level based on the lexile as determined by the MAP Reading results. After obtaining the approximate level, use the Fountas and Pinnell Benchmark Assessment System to determine the instructional level of the student.

An LLI Intervention Record along with two sample classroom intervention logs are located in Appendix C. A log is a helpful tool for monitoring daily intervention activities. It is suggested that the log be kept in an INTERVENTION BINDER at the reading table. Frequent progress monitoring of intervention students is a required component of the Response to Intervention process.

LLI resources can be found on the F&P website using the following product codes: (http:// heinemann.com/fountasandpinnell)

o LLI Red - FPLLI72366o LLI Gold - FPLLI72445o LLI Purple - FPLLI72462LLI

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3rd, 4th, and 5th Grade Mathematics Interventions

Do the Math

• The MAP Math results in combination with STAAR math scores, commonassessments, and classroom performance will be used to identify students who willparticipate in math interventions.

Interventions may be in place sooner, but no later than the middle of the 1st 9weeks.

A math intervention is 30-45 minutes of targeted math instruction in ADDITION tothe core instruction provided to all students.

Do the Math The Do the Math intervention program focuses on Number and Operations. The

program teaches students the basics of math—computation, number sense, and problem solving.

There are 12 modules each comprised of 30 lessons:o Addition and Subtraction A, B, and Co Multiplication A, B, and Co Division A, B, and Co Fractions A, B, and C

Do the Math can be used for small group differentiation in the classroom, withsmall groups during an intervention block, or as a small group pullout intervention.The modules are designed and equipped for no more than 8 students in a group.

A pre-test is administered at the beginning of the module. The module consists of 30thirty-minute lessons that build skills at the concept level. Each 5th lesson includes aprogress monitoring assessment. At the end of the 30 lessons, students will begiven a post-test.

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Appendix A NWEA MAP Reports Summary

The following table describesMAP® reports and resources available for test results. Which reports you canaccess depends on whichMAP user roles were assigned to your account (see "Required Role" in theheadings).

Name Description Intended Audience

District Level Reports(Required Role: Administrator or Assessment Coordinator)

DistrictSummary

Summarizes RIT score test results for the current and all historical terms so youcan inform district-level decisions and presentations.

Superintendent,curriculum specialist,instructional coach,principalStudent

GrowthSummary

Shows aggregate growth in a district or school compared to the norms for similarschools, so you can adjust instruction and use of materials.

ProjectedProficiencySummary

Shows aggregated projected proficiency data so you can determine how a groupof students is projected to perform on separate state and college readiness tests.

Grade Shows students' detailed and summary test data by grade for a selected term soyou can set goals and adjust instruction.

Principal, counselor,instructional coach

GradeBreakdown

Provides a single spreadsheet of student achievement (both subject and goalarea) so you can flexibly group students from across the school. Unlike the ClassBreakdown reports, this report has no limit on the number of students. File formatis CSV.

School Level Reports(Required Role: Instructor, Administrator, or Assessment Coordinator)

Class Shows class performance for a term, including norms status rankings, so you cananalyze student needs.

Instructional coach,teacher

AchievementStatus andGrowth

Shows three pictures of growth, all based on national norms: projections so youcan set student growth goals, summary comparison of two terms so you canevaluate efforts, and an interactive quadrant chart so you can visualize growthcomparisons.

Instructional coach,teacher, counselor

ClassBreakdownby RIT

Shows at a glance the academic diversity of a class across basic subject areas soyou can modify and focus the instruction for each student.

ClassBreakdownby Goal

Shows academic diversity for specific goals within a chosen subject so you canmodify and focus the instruction for each student.

© 2011—2017NWEAMeasuresof AcademicProgressandMAPare registered trademarks; andMAPSkills andMAPGrowth are trademarksof NWEAin the United Statesand other countries.The namesof other companiesand their productsmentioned in this documentation arethe trademarksof their respective owners.

1 OF 2 | MAP REPORTS SUMMARY JUNE 2017 © NWEA

MAP REPORTS SUMMARY

2 OF 2 | MAP REPORTS SUMMARY JUNE 2017 © NWEA

Name Description Intended Audience

ClassBreakdownby ProjectedProficiency

Shows students' projected performance on state and college readinessassessments so you can adjust instruction for better student proficiency.

Instructional coach,teacher, counselor,principal

StudentProfile

Brings together the data you need to advise each student and support his or hergrowth, including learning paths and growth goals.

Teacher, instructionalcoach, counselor,student, parent

StudentProgress

Shows a student's overall progress from all past terms to the selected term so youcan communicate about the student's term-to-term growth.

Teacher, instructionalcoach, counselor,student, parent

Student GoalSettingWorksheet

Shows a student's test history and growth projections in the selected subject areasfor a specific period of time so you can discuss the student's goals and celebrateachievements.

Teacher, instructionalcoach, counselor,student, parent

Skills Checklist / Screening Results(Required Role: Instructor, Administrator, or Assessment Coordinator)

Class Shows overall class performance for skills and concepts included in a specificScreening or Skills Checklist test so you can modify and focus instruction for thewhole class.

Instructional coach,teacher, counselor

Sub-Skill Shows test results of individual students in a selected class so you can identifystudents who need help with specific skills.

Student Shows individual student test results from Screening and Skills Checklistassessments so you can both communicate about a student's growth and focusinstruction for each student.

Teacher, instructionalcoach, counselor,student, parent

Learning Continuum(Required Role: Instructor, Administrator, or Assessment Coordinator)

Class View Shows students together with the skills and concepts they need to develop Instructional coach,teacher, counselor

Test View Shows skills and concepts for all RIT bands

Data Tools(Required Role: Assessment Coordinator)

Data ExportScheduler

Exports test results to text files to enable importing into a database, creatingcustom reports, and more (CompassLearning® XML functionality requires aCompassLearning license)

Superintendents,curriculumspecialists, andassistantsuperintendents forcurriculum,instruction, andassessment

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Appendix B Reading Levels

Correlation Chart

Reading Correlation Chart

Elementary Curriculum and Professional Development Revised 6/2016

Grade Level

Fountas and Pinnell Text Level Gradient

Lexile Level

Reading A-Z

K A – D up to 450 aa – D

1 D – J 80 – 500 D – J

2 J – M 450 – 650 K – P

3 M – P 550 – 770 Q – T

4 P – S 770 – 860 U – W

5 S – V 830 – 980 X – Z

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Appendix C Intervention Logs

Student Name: ____________________________________________________________________ Year: ______________ Teacher: ______________________________________

Group: ____________________________________ System: __Orange __Green __Blue __Red __Gold __Purple__ Teal School: ______________________________________

KEY:Acc. % = Accuracy TA = Teacher AbsentComp. = Comprehension Total Score CA = Child AbsentSC = Self–Correction TN = Teacher Not Available#SGI = Small Group Instruction CN = Child Not Available(in addition to LLI) SH = School Holiday

Intervention Record

Fountas & Pinnell Leveled Literacy Intervention. Copyright ©2013 by Irene C. Fountas and Gay Su Pinnell. This page may be photocopied. INTERVENTION RECORD

NOTES:

Date Week M T W Th F LessonReading Record

Book TitleLevel Acc. % Comp. SC Fluency #SGI

Attendance Record Weekly Reading Record

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InterventionLog GroupInformation:

Weekof:_____________________________________Teacher:_____________________________________

Students:______________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

InterventionProvided:MondayTuesdayWednesdayThursdayFriday

Timesmet: Reading 15 20 30minutes

Math 15 20 30minutes

Attendance/ObservationRecords:

Student:Attendance(circleifpresent):M T W Th F

Student:Attendance(circleifpresent):M T W Th F

Student:Attendance(circleifpresent):M T W Th F

Student:Attendance(circleifpresent):M T W Th F

Student:Attendance(circleifpresent):M T W Th F

Student:Attendance(circleifpresent):M T W Th F

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Student__________________Teacher/Interventionist__________________Reading Math

Intervention Log

Date Skill Length of

Session

Progress (S or U)

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