ELEMENTARY ASSESSMENT-INFORMING INSTRUCTION-2010-2011

RESPONSE TO INTERVENTION

The practice of :1) providing high-quality instruction and

interventions that match students’ needs 2) using students’ learning rate over time and

level of performance to make important educational decisions

Response to Intervention Assessment Process

* Regular Progress will be determined by Rate of Learning (ROL) as defined by AIMSweb and/or Special Education ROL formulas

Benchmark Assessment

•Universal Screening (every student) •3 times per school year (Fall, Winter, Spring) •Identifies At-Risk students

ALL STUDENTS RECEIVE TIER 1 INSTRUCTION

At-Risk/Near At-Risk (below 75%ile) •Small Group Progress Monitoring based on specific interventions •Frequency of assessment varies based on needs of group/students (bi-weekly to bi-monthly) •Strategic Monitoring (2x Fall, 1x Spring) to measure the transfer of small group skills with a broader assessment

BOTTOM 30%ile ON SPECIFIED GRADE LEVEL ASSESSEMENT RECEIVE TIER 2 SUPPORT

(IN ADDITION TO THE TIER 1 INSTRUCTION)

Above Level Students (above 75%ile) •Small Group Progress Monitoring based on specific higher-level strategies •Frequency of assessment varies based on needs of group/students

Students that EXCEED Regular TIER 2

Progress * •May be monitored for a period to ensure progress continues •May be returned to TIER 1

Students that MEET Regular TIER 2

Progress *

•Continue TIER 2 Interventions

STUDENTS THAT DO NOT MAKE REGULAR TIER

2 PROGRESS * MAY BE MOVED TO TIER 3

Communication Arts AIMSweb Assessments

Abbreviation Basic Description of the Assessment

Letter Naming Fluency (K-1)

LNF Students identify the names of letters. Timed assessment.

Letter Sound Fluency(K-1)

LSF Students identify the sounds of letters. Timed assessment.

Phoneme Segmentation Fluency(K-1)

PSF Students orally segment words provided. Timed assessment. Ex- teacher says hot, student responds h-o-t

Nonsense Word Fluency(K-2)

NWF Students read CVC nonsense words (not real words) to show fluency on blending sounds. Ex- bim, lat, fez

Reading Curriculum Based Measure (Gr. 1-5)

RCBM Students read grade level passages. Timed assessment.

MAZE (Gr. 2-5) MAZE Students choose the appropriate word (from a list of 3) that fits within the context of a given sentence/passage.

Math AIMSweb Assessments Abbreviation Basic Description of the Assessment

Oral Counting Measure (K-1) OCM Students count, starting at 1, to get to 100. Timed assessment.

Number Identification Measure (K-1)

NIM Students identify numbers. Timed assessment.

Quantity Discrimination Measure (K-1)

QDM Students identify the number in a set that is greater. Timed assessment. Ex- 9 4, 12 16

Missing Number Measure(K-1)

MNM Students identify the number that is missing from a set of numbers. Timed assessment. Ex- __ 7 8, 13 __ 15

Mathematics Curriculum Based Measure (Gr. 1-5)

MCBM Students complete grade level math problems.Timed assessment.

Mathematics Concepts and Applications (Gr. 2-5)

MCAP Selected response assessment of the five strands of mathematics. Timed assessment.

TIER TRANSITION REPORT

Indicates the percentage of students in each level3 Levels:

1) Established (Green) Students who met the target (50th percentile and above)

2) Emerging (Yellow) Students below target (49th-31tst percentile)

3) Deficient (Red) Student significantly below target (30th percentile and below)

Our Goal in Raytown: 80% of our students meeting the target

SUMMARY OF IMPACT REPORT Indicates level of instructional impact on individual

student achievement from Fall to Winter1) Impact of Benchmark Curriculum-

Established- Students who met the target (50th percentile and above)

2) Impact of Support Program- Emerging - Students below target (49th-31tst percentile)

3) Impact of Intensive Support- Deficient -Student significantly below target (30th percentile

and below)

Checkmark indicates placement whether students met Winter target.

HOW WE USE THE DATA

Weekly data meetings to analyze student data: Is what we are doing working? Which students need further support? What specific interventions are needed? What professional development is needed to enhance

instruction? Data is used to inform instruction during math and

communication arts. At-risk students are identified and plans are

created using specific research based strategies. Wednesday Early Outs allows for ongoing

professional development to meet the needs of all students.