Multi-tiered System of Support (MTSS) Handbook...MTSS Handbook 2017-18 • Revised August 2017 9 MTSS Instructional Cycle—The Work of a PLC The following diagram illustrates the

Multi-tiered System of Support (MTSS) Handbook2017-18 School Year

Independent School District 15St. Francis, Minnesota

Independent School District 15

Strategic Plan OutlineMission

Our mission is to equip all students with the knowledge and skills to empower them to achieve their dreams and full potential while becoming responsible citizens in a dynamic world.

Mission Outcomes

By 2020, all students will…

• Developapersonalizededucationalpaththeycanarticulateandusetoprogresstowardtheirevolvingdreams.

• Identifyandchoosepositivewaystheycantakeactiveownershipintheircommunitywhilerecognizingitsdiversity.

Strategies

We will…

• Ensurethateveryemployeeunderstands,supportsandpromotesourcorevaluesandmission.

• BuildtrustandfacilitateengagementwithallISD15stakeholders.• Alignandsupportalleducationalprogramsandservicestoachieveour

missionandmissionoutcomes.

Core Values

We believe that…

• Trustandrespectarefundamentalforthrivingrelationships.• Ourcommunityflourisheswhenindividuals,familiesandorganizations

collaborate.• Everypersonmattersandhasvalue.• Responsibilityandaccountabilityareessentialforpersonalgrowth,

organizationalimprovementandcommunityengagement.• Commitmenttohighexpectationsisessentialtohelpachievefullindividual

andcollectivepotential.• Everyonebenefitswhencultureanddiversityareunderstoodandrespected.• Lifelonglearningenrichesindividualsandcreatesopportunities.• Openexchangesofideasandcommunicatedplanningareintegralfor

continuousimprovement.

Strategic Delimiters

We will NOT…

• Continueoradoptanyprogramorserviceunlessitisalignedwithandadvancesthemissionandisaccompaniedbythenecessaryhumanandfinancialresources.

• Makedecisionswithouttheuseofrelevantdataprovidedbytheappropriatepersonnel.

• Allowpastexperiencestointerferewiththeconsiderationofnewideas.

Adopted by the Independent School District 15 School Board May 11, 2015

MTSS Handbook 2017-18 • Revised August 2017 3

Table of Contents

General Information: When All Means All

Multi-tiered System of Support (MTSS): Foundational Beliefs ........4RTI Tiered Instruction ............................................................................5MTSS Teams.............................................................................................6MTSS Team Responsibilities ..................................................................7

Professional Learning Communities and MTSS

Purpose of the Professional Learning Community (PLC) .................8MTSS Instructional Cycle—The Work of a PLC .................................9Essential Learning Benchmarks (ELBs) .............................................10

AssessmentsCommon Assessments ..........................................................................11Schoolwide Benchmarking ..................................................................12

Tier 1 ProcessTier 1 .......................................................................................................13MTSS Tier 1 Core Instruction and Tier 2 ..........................................14

Tier 2 Process Tier 2 .......................................................................................................15

Tier 3 Process

Tier 3 .......................................................................................................16 MTSS School Intervention Team (SIT) Process ................................17Tier 3 Goal Setting ................................................................................18Tier 3 Progress Monitoring Guidelines and Graduate Criteria ......... 19

Programming Guidelines

Guidelines Regarding Federal Programming Requirements ...........20Academic Behavior Checklist ..............................................................21

Specific Subject Area Information

Reading Diagnostic Menu ....................................................................22Reading Interventions .....................................................................23-25Math Interventions ................................................................................26

Appendix

Student Intervention Team (SIT) Forms ............................................27Student Intervention Team (SIT) Screening Summary Form .........27Student Intervention Team (SIT) Intervention Plan Form ..............27Student Intervention Team (SIT) Plan Evaluation Form .................27Essential Learning Benchmarks (ELBs) .............................................28Elementary ELA ELB Process 2017-19 ...............................................29Elementary Math ELB Process 2017-19 .............................................30Secondary ELB Process 2017-19 .........................................................31Essential Learning Benchmark Chart .................................................32MasteryConnect (MC) Districtwide Implementation 4-Year Plan .. 33ELB Reflection Cycle ............................................................................... 34Benchmarking Calendar and Assessments Matrix .....................35-38Elementary Cut Score Progressions by Grade Level ...................39-46Secondary Cut Scores for Risk Calculation .......................................47

References References ...............................................................................................48

4 Revised August 2017 • Independent School District 15 • St. Francis, Minnesota

Multi-tiered System of Support (MTSS): Foundational BeliefsMulti-tiered Systems of Support (MTSS), formerly Response to Intervention (RtI), is a framework of instruction that provides support to ALL students to ensure mastery of grade-level content standards. The tiers of MTSS provide varying levels of support for students who are struggling to reach mastery as well as those to exceed grade-level.

MTSS provides a framework that incorporates screening, progress monitoring and data-based decision making to provide effective instruction.

MTSS and RtI are viewed as similar concepts by the Minnesota Legislature; however, since 2012, education leaders have witnessed a systematic movement away from RtI toward MTSS.

There are four critical components that guide the MTSS framework in ISD 15. These components are Critical responsibility, Concentrated instruction, Convergent assessment, Certain access.

1. Critical responsibility: All stakeholders believe they are responsible for ensuring that each student learns at a high level.

2. Concentrated instruction: Curriculum is developed based on identified essential learning. Personalized learning paths are developed in order for each student to attain a high level of mastery. (See ELB Process Maps)

3. Convergent assessment: The systemic use of data to determine the learning needs of each student and monitoring the effectiveness of instruction in regards to meeting those needs.

4. Certain access: There is an articulated process that guarantees each student with the support and time he/she needs in order to learn at high levels.

Buffum, Mattos, Weber. Simplifying Response to Intervention Four Essential Principles, Solution Tree Press, 2012.



RtI Tiered InstructionTier 1 instruction, also known as core instruction, is at course/grade level instruction that each student receive on a daily basis. For the majority of students, Tier 1 instruction will meet their academic needs. For approximately 80% of students Tier 1 instruction will meet their academic and/or behavioral needs.

Tier 2 instruction is supplemental instruction, at course/grade level, for students who need additional support in learning course/grade level material. Tier 2 instruction is intended to be timely and coordinated with Tier 1 instruction. Approximately 20% of students should need Tier 2 instruction in the ideal MTSS framework. Tier 2 needs and interventions are identified during PLC conversations referencing the four critical questions.

Tier 3 instruction is intensive support provided to students who are struggling with significant learning gaps and need academic and/or behavioral support. Typically these students do not have the appropriate course/grade level skills yet to be successful in solely Tier 1 and Tier 2 instruction. Tier 3 provides yet an additional level of intervention to help students develop foundational skills. Students receiving Tier 3 instruction also receive Tier 1 and 2 instruction. Students are entered into the Tier 3 interventions based on a referral to the School Intervention Team (SIT).

The diagram below illustrates the three tiers.

Buffum, Mattos, Weber. Simplifying Response to Intervention Four Essential Principles, Solution Tree Press, 2012.


Tier 1Effective Core Instruction for All Students

Tier 2Supplemental Interventions for

Some Identified Students

Tier 3Intensive

Interventions for Individual Students


MTSS Teams

Team Purpose Team Members Frequency of Meetings

Teacher Teams/PLC The team has five main functions:

1. Clearly define ELBs

2. Provide Tier 1 instruction

3. Assess student learning and effectiveness of instruction

4. Analyze data to identify students in need of additional support

5. Take lead responsibility for Tier 2 interventions

• Course/gradelevelteams

• Departmentteams

• Interdisciplinaryteams

Weekly

School Intervention Teams (SIT)

Primary function is to analyze various forms of data to determine how to best meet the needs of students requiring Tier 3 interventions.

• Determinestudents’academic/behavioral needs

• Diagnosecausesofstruggles in Tier 1 and 2

•Determineappropriateintervention

• Monitorstudentprogress

• Reviseinterventionasneeded

• Determineappropriatenext steps for students

• Principal

• Socialworker/counselor

• InterventionLead

• Generaleducationteacher(s)

• Specialeducationteacher/representative

• Schoolnurse

• ELteacher,asneeded

• Parent(invited,butnot required)

Weekly




MTSS Team Responsibilities The diagram below illustrates the roles of the MTSS teams at the building level.

©SolutionTree2015•solution-tree.com•Reproducible.

The RTI at Work Multitered System of Support Pyramid

Schoolwide Responsibilities Teacher Teams Responsibilities

Tier 1: Core InstructionAll students have access to grade-level essential standards.

Academic and Social Behaviors Academic Skills

Tier 2: Intervention and ExtensionIn addition to Tier 1: Targeted students receive additional time and support to master grade-level, essential learning targets, immediate

prerequisite skills, and extension standards.

Tier 3: Intensive RemediationIn addition to Tiers 1 and 2:

Targeted students receive intensive support to master universal skills.

ReadingNumber sense

Social and academic behavior

English language

Writing

PreventionIntervention and Extension

Remediation

Mor

e High

ly Tr

ained

Mor

e Tar

geted

Interventions Led by Schoolwide TeamsTiers 1 & 2– Students with

motivational issues– Students with attendance

issues– Students with behavior issuesTier 3– Students in need of intensive

remedial support in universal skills: reading, writing, number sense, English Language, attendance and behavior

Interventions Led by

Collaborative Teacher Teams

Tiers 1 & 2– Students in need of

supplemental support in learning essential core

standards and English language



Purpose of the Professional Learning Community (PLC)“The most promising strategy for sustained, substantive school improvement is developing the ability of school personnel to function as professional learning communities” (DuFour & Eaker, 1998).

PLCs provide educators an avenue to collaborate regarding student learning and effective instructional strategies. The three concepts of the PLC include clarifying what each student will learn and how educators will ensure the learning, building a collaborative culture because the work cannot be completed in isolation, and using various forms of data to monitor student learning and respond to the learning in effective methods.

Collaboration is the key of the PLC, “the power of teachers is enhanced when teacher work collaboratively in highly effective teams” (Eaker, 2016).

The PLC discussions are guided by the four critical questions:

1. What is it we expect our students to learn?• Clarifyingandaddingmeaningtostandards• Whatthebenchmark,ifmet,wouldlooklikeinstudentwork• Commonscoring,learningtargets,pacing

2. How will we know when they have learned it?• Collaborativedevelopmentandtheuseofcommonformativeassessments• Quickchecksforunderstanding

3. How will we respond when some students do not learn?• Differentiatedinstruction,MTSS

4. How will we respond when some students already know it?• Differentiatedinstruction

Eaker, Robert. Kid by Kid, Skill by Skill: Becoming a Professional Learning Community, presented at Professional Learning Communities at Work Institute, Minneapolis, MN, June, 2016.


MTSS Instructional Cycle —The Work of a PLC The following diagram illustrates the MTSS Instructional Cycle—The Work of the PLC. The diagram shows how ELBs, tiered instruction and PLC come together to provide an effective MTSS system.


Select ELB and appropriate learning targets for unit plans.

Introduce learning targets, begin core instruction (Tier 1).

Analyze assessment data

(formative/summative). Identify students in

need of supplemental instruction.

Analyze assessments data, provide differentiated

instruction (Tier 2 and enrichment) to meet

individualized learning needs.

Review and analysis of standards

Screen for prior skills (pre-assess).

Give formative

assessments.

Give summative

assessments.

All students, including

those receiving supplemental interventions, move on to the

next ELB.

Repeat cycle for additional

learning targets.

}What do we want students

to learn?~

}How will they know if they have

learned it?~

}How do we respond when students

experience difficulty?~

}How do we respond when

students do learn?~

Diagram modified from Buffum, Mattos, Weber. Simplifying Response to Intervention Four Essential Principles, Solution Tree Press, 2012.



Essential Learning Benchmarks (ELBs)In order to answer the first PLC critical question, “What do we want our students to learn?”, educators need to determine what the essential benchmarks are for each unit of instruction. In order to prioritize the content standards there are four categories for reflection.

1. What is essential to know and do?

2. What is important to know and do?

3. What is worth being familiar with?

4. What is nice to know?

Essential benchmarks are imperative for student learning and are often the foundational pieces for further learning. There are three criteria to be used when identifying essential benchmarks:

1. Endurance: Does knowledge of this benchmark go beyond performance on a single test/assessment? Typically essential benchmarks focus on lifelong skills, concepts, and processes.

2. Leverage: Does the knowledge of this benchmark carry over to other content areas? Is is widely applicable?

3. Readiness for further study: Does the benchmark provide foundational knowledge for learning at another grade level or level of instruction?

Benchmarks that meet the three criteria above are identified as essential. If it meets two of the criteria it is an important standard. If it only meets one of the criteria it is a nice-to-know standard.

It is the expectation of teachers that all standards and benchmarks are taught. The essential benchmarks are those areas of knowledge that students are expected to master within the class/grade. Student who struggle to master the ELBs are provided further instruction through Tier 2 and possible Tier 3.

ISD 15 has currently identified ELBs for Math and English/Language Arts.

• K-12 English/Language Arts ELBs

• K-12 Math ELBs

Gregory, G., Kaufeldt, M. and Mattos, M. Best Practices at Tier 1. Solution Tree Press, Bloomington, IN, 2016.

https://docs.google.com/spreadsheets/d/1qMAkz6-0timqQ5XwicE2q6em3BUPhLQ4t-0n-UBGKao/edit#gid=0

https://docs.google.com/spreadsheets/d/192dO4OyATPL7jgJSTJCIcD2awjXpoWyXvv-zzzEVdyE/edit#gid=1284512076


Common AssessmentsWe give common assessments so we can identify specifically which students did not demonstrate mastery of essential standards. Because we give common assessments to measure student mastery of essential standards, assessments should identify students that need additional help and support. Additionally, if an assessment measures more than one essential standard, the test results must provide more than an overall score for each student. They also should specifically delineate which standards each student did not pass.

Essential question: Specifically which students did not demonstrate mastery?

Identify effective instructional practices: Because our teachers have autonomy in how they teach essential standards, it is vital that common assessment data help validate which practices were effective. This can be done best when common assessment results are displayed in such a way that allowseachteachertocomparetheirstudents’resultstootherteacherswhoteachthesamecourse.

Essential question: Which instructional practices proved to be most effective?

Identify patterns in student mistakes: Besides using common assessment results to identify best instructional practices, this data should also be used to determine ineffective instructional practices. Patterns emerge that can point to weaknesses or gaps in initial instruction when analyzing the types of mistakes that failing students make.

Essential question: What patterns can we identify from student mistakes?

Measure assessment accuracy: Through a careful item analysis of the assessment, a team can determinethevalidityofeachtestquestion.Overtime,thiswillbuildateam’scapacitytocreatebetter assessments.

Essential question: How can we improve this assessment?

Plan and target interventions: The ultimate goal of any PLC is to ensure high levels of learning for all students. If a team uses common assessments to identify students in need of additional help, determine effective and ineffective instructional practices, and measure the validity of the assessment, then they should have the information needed to plan and implement targeted interventions to assist the students that need help.

Essential question: What interventions are needed to provide struggling students additional time and support?

Modified from © Mattos 2016. SolutionTree.com Reproducible

Assessments


Schoolwide BenchmarkingBenchmarkingdataisonepieceofdatatobeconsideredregardingstudents’progressduring PLC meetings. It is a piece of data for teachers to considered in PLC discussions regarding meeting individual student needs—both the needs of students who do not have the necessary skills and those who are already proficient. See Benchmarking Calendar and Assessment Matrix for more details.

Benchmark assessments serve three purposes:

1. Allow students to be screened to monitor their academic progress. Students below benchmarks are identified for further assessment.

2. Help set a baseline for school goal setting purposes.

3. Provide data on school programming effectiveness.

Kindergarten–Grade 5:

• Allstudentsarebenchmarked(readingandmath)threetimesperyearusingAIMsweb.

Grades 6-8:

• Allstudentswillbebenchmarked(readingandmath)duringthefallandwinter.• Studentsreceivinginterventionsmayalsobebenchmarkedinthespring.• Eighthgradestudentswillbebenchmarked(readingandmath)inthespringin

reading and math.

Grades 9-12:

• All9thgradestudentswillbebenchmarked(readingandmath)inthefallandspring (or when they complete English 9).

• Identified10thgradestudentswillbebenchmarkedinreadingand/ormathinthefall.• Identified11thgradestudentswillbebenchmarkedinmathinthefall.

Saints Academy

• WillbenchmarkallstudentswiththeSTARMathandReadingTests:fall,winterspring.

Crossroads School & Vocational Center

• WillbenchmarkallstudentsatappropriateintervalsusingAIMsweb.

Assessments


Tier 1

Entry Criteria:

Tier 1, core instruction, is provided to all students.

Instruction:

Tier 1 instruction includes, but is not limited to:• Research-basedinstructionalstrategies• Data-drivendecisionmakingandinstruction• Districtapprovedcorecurriculum• Differentiatedinstruction• Flexiblegrouping

Benchmarking and Assessments:

All students will be benchmarked multiple times throughout the school year in the areas of reading and math. See Benchmarking Calendar and Assessment Matrix for specific assessment windows. Benchmarkingdataisonepieceofdatatobeconsideredregardingstudents’progressduringPLCmeetings. It is a piece of data for teachers to considered in PLC discussions regarding meeting individual student needs--both the needs of students who do not have the necessary skills and those who are already proficient.

Students will have multiple opportunities to demonstrate their skills through common formative and summative assessments. This data should be used in PLC discussions in regards to the four critical questions.

Professional Learning Communities (PLC):

Professional Learning Communities will meet weekly to review student learning. The purpose of these meetings is to discuss the four critical questions in regards to current student learning. Teacherswillidentifythevariousstudents’needsanddiscusshow,asateam,theywillworktomeetthe needs of all students.

Tier 1

Tier 1Effective Core Instruction

for All Students



Tier 3Intensive

Interventions for Individual

Students


Tier 1

MTSS Tier 1 Core Instruction and Tier 2

Does data from common (formative/summative) and/or

universal benchmarking show the student is meeting course/grade

level benchmarks?

Continue with instruction and differentiation for

enrichment.

Continue with Tier 1 instruction.

Student data is reviewed in PLC. Are there other students with similar struggles? What strategies could be used with this student? Has the student received

Tier 2 or 3 interventions in the past? Tier 2 interventions developed and implemented by PLC members.

Tier 2 intervention

Determine length of intervention and frequency of progress

monitoring.

Is intervention effective?PLC reviews data from strategies to determine if new instructional strategy is effective. If not, does strategy need to be changed or

fidelity of intervention reviewed?

Address fidelity concern

Implement new strategy

Implement new/revised strategy and monitor student progress. Review data

at PLC. Is intervention effective?

Student continues to struggle.

Student able to demonstrate mastery

Continue with Tier 1 instruction

Teacher may refer student to SIT for

possible Tier 3 interventions

YES NO

YES NO

NOYES


Tier 2

Entry Criteria:

Tier 2 interventions are intended for students who are struggling to meet course/grade level expectations. These interventions take place in addition to Tier 1, core instruction.

Instruction:

Tier 2 instruction includes, but is not limited to:• Flexiblegrouping• Research-basedinstructionalstrategies• Data-drivendecisionmakingandinstruction• Differentiatedinstruction

Progress Monitoring:

Teachers will monitor student learning in their Tier 2 groups using appropriate tools for the specific interventionsthatwillprovidedataforthePLCtomonitorstudents’progress.


Tier 2 interventions will be determined during PLC meetings. Classroom teachers will review the common assessments and other forms of data to identify students who need Tier 2 interventions. Classroom teachers are responsible to take the lead in determining Tier 2 intervention needs while utilizing the expertise of intervention teachers.

Decision-Making Process:

PLC conversations should continually include discussion regarding student success. If students continue to struggle to learn a specific skill or demonstrate more significant need, there should be discussion at the PLC regarding the appropriateness of the intervention used or the fidelity of the intervention. After multiple interventions have been unsuccessful, the PLC should discuss if a School Intervention Team referral is appropriate for a specific student.


for All Students



Tier 3Intensive


Students

Tier 2


Tier 3

Entry Criteria:

Tier 3 interventions are intended for students who have below course/grade level learning gaps. These interventions take place in addition to Tier 1, core instruction and Tier 2 interventions. It is not required that the students score below the 10th percentile in any standardized assessment to qualify for Tier 3 interventions. A student qualifies for Tier 3 interventions based on recommendation oftheSchoolInterventionTeam’s(SIT)reviewofthestudent’sdata. Each fall students who received Tier 3 interventions the spring prior, may begin receiving Tier 3 interventions without a SIT meeting, depending on thestudent’scurrentneedsatthestartoftheschoolyear.

Instruction:

Tier3instructionisspecifictoeachstudent’sneedsandisdependentondiagnosticassessmentdata.Tier 3 is:

• Smallgroup,orindividualinstruction.• Increasedfrequencyofintervention.• AdditionalminutestoTier1andTier2instruction.Tier3occursduringtheschoolday,

in addition to scheduled Tier 2 intervention times, not in place of Tier 2 interventions (for example, WIN time).


Students receiving Tier 3 interventions will be progress monitored in a frequency based on the specific intervention being used. See Progress Monitoring Guidelines and Graduate Criteria for further details. Decisions regarding appropriate progress monitoring tools are made at the SIT meeting. The teacher providing the Tier 3 intervention is expected to frequently communicate student progress with the classroom/referring teacher.


PLCconversationsshouldcontinuallyincludediscussionregardingthestudent’sTier1and Tier2progress.TheclassroomorreferringteacherwillparticipateintheSITteam’sdiscussions of the student receiving Tier 3 intervention. See MTSS School Intervention Team (SIT) Process on page 17 for more details.

Decision-Making Process:

See MTSS School Intervention Team (SIT) Process on page 17 for more details.

Tier 3


for All Students



Tier 3Intensive


Students


Team determines

appropriate next steps.

Tier 3

MTSS School Intervention Team (SIT) Process

Significant concern regarding student performance is identified. Concern may be generated by parent/guardian, classroom teacher or school staff.

Tier 1 and Tier 2 interventions have been tried(with fidelity) without success.

SIT referral form is completed and submitted to SIT coordinator.

SIT team meeting: Review data, determine appropriate next steps.

If Tier 3 intervention is appropriate. SIT coordinator makes arrangements with intervention team for appropriate

intervention.

Implement intervention plan. Progress monitor student as required by intervention strategy.

Three week check-in meeting with SIT to evaluate current progress. Make any adjustments needed.

Six week check-in meeting with SIT to evaluate current progress.

Parent/Guardian is

updated regarding student’sprogresswith

intervention.

Parent/Guardian is


intervention.

Parent/Guardian is


intervention.

Parent/Guardian is


intervention.

Goal met:

Discontinued intervention

Significant progress: Maintain

intervention

Below average progress: Change

intervention

No/minimal progress: Change

intervention*

* If the intervention plan and its revisions are not successful in helping the student meet the goal(s),the SIT may make a referral to the Child Study Team for a possible special education evaluation.


Tier 3 Goal Setting

Elementary: AIMSweb

Instructional Level Goal Setting

• UtilizeAIMSwebformulaforsettinggoalsasastarting point this year

• AIMSweb ROI Growth Norms using the spring column• Setaggressivegoals(thefarrighthandsideofthetable

provides a range of goals in the 75th and 85th percentile)• Formula:

■ Reading: baseline + number of instructional weeks (27 based on a start the last week of September) x ROI (per week gain)

Example: 80 + (27 x1.91) Goal = round to whole number■ Math: baseline + number of instructional weeks (27 based on a start the

last week of September) x ROI (per week gain)■ This goal will be changed when the student is moved to a new instructional level;

this will allow the avoidance of a flat line (goal setting at course/grade level)■ If using a measure that records errors, it is recommended to aim for 95% accuracy which

will help calculate the allowable amount of errors. ■ Example: Goal = 139 132 is 95% of 139. 139-132 = 7 allowable errors

Off-course/grade level Goal Setting (AIMSweb)

• Whenastudentisperformingbelowcourse/gradelevel,itisnecessarytocompleteanadditional assessment by dropping down one course/grade level (off course/grade level), assessing with one passage or probe (called SLA-survey level assessment), and then determining if this is the appropriate level to set a goal. Continue this process until appropriate instructional level is identified to set an off-course/grade level goal. The appropriate instructional level is identified when the student scores above the 10th percentile. SLAs are completed via paper/pencil.

• Theoff-course/gradelevelgoalsettingcycleidentifiedabovewillcontinueuntilthestudentshas scored three consecutive data points above the aimline at their actual course/grade level.

Secondary: Renaissance STAR 360

Instructional Level Goal Setting

• UtilizeSetting Progress Monitoring Goals• ConsistingofuseatyoursiteisexpectedforallTitle3students.

Tier 3


for All Students



Tier 3Intensive


Students

https://aimsweb.pearson.com/downloads/ROI_Norm_Tables.pdf

www.renaissance.com


Tier 3 Progress Monitoring Guidelines and Graduate Criteria


• Typicallyoccursatastudent’sinstructionallevel (below course/grade level when necessary).

• Whenstudentisprogressmonitored(PM)ataperformancelevel that is below course/grade level, three consecutive data points must occur above the aimline. Teachers will continue to set a new goal at the subsequent course/grade level until student has met graduate criteria at their current course/grade level.

• Progressmonitoring:■ Occurs at performance level■ Weekly for both math and reading

◆ Progress monitoring can occur more frequently based on SIT meeting discussion■ Useatoolthatmatchesyourdiagnosticoutcome■ After graduating a student, PM for two additional months bi-weekly (every other week)

Graduate Criteria:

• Threeconsecutivedatapointsareexpectedabovetheaimline (their current course/grade level)

• Decisionisbasedondatapoints;notlengthofintervention• TheSITdecisionisacriticalcomponentofthethisprocess;thedatafromAIMSweb,

STAR 360, or other sources is one piece of data to be reviewed. Teacher input, staff input, communication, etc. are essential.

Exit Criteria:

• Thestudentleftdistrict• TheparentrequestedforTier3servicestobediscontinued

Tier 3


for All Students



Tier 3Intensive


Students


Guidelines Regarding Federal Programming Requirements

Those providing intervention services and funded via Title I and ADSIS:

Central Services will send certifications to building administrators two times a year to verify the funding source and percentage of work under these funding sources (Title I and ADSIS). This will negate the need for Time Record completion by Title teachers as was past practice.

Compacts and Guardian Permission Forms:

Each site (including principal, intervention teachers, classroom teachers, parents) is responsible to develop a compact/guardian permission that identifies the partnership between home and school. This compact/guardian permission will be written in such a manner that it will meet requirements for both ADSIS and Title I in order to avoid redundancy and confusion in distribution.

Parent/Guardian Permission:

• Mustbepresentedtoparent/guardianuptothreetimesasanattempttoobtainasignature.• Formsmustprovideacheckboxgivingpermissionandanothercheckboxrefusing

permission.• Permissionformwillstatethatprogrammingwillproceedifnotreceivedbyapredetermined

date; before that time frame has ended, two additional parent/guardian attempts must be made and documented.

• Verbalpermissionisacceptableandmustbedocumentedonapermissionform.• Eachsiteistokeeprecordofthepermissionforms.• Thedateofeffectivenessshouldreferenceoneyeartoallowforservicestobeginthefirstday

of the next school year. • Eachsite’sdevelopedTitleCompact/guardianpermissionmustbeplacedinthesite’sTitle

Google drive file. Sites are required to send an email to OCI notifying of updated Title Compact/guardian permission.

• AsitewithADSISfederalfundingonlywillsendacopyofthesitedevelopedguardianpermission via email to OCI upon completion yearly.

• Buildingadministratorswillsharetherevisedcompact/guardianpermissionwithsiteTitleand ADSIS teachers for use each year.

Guardian permission forms are to be saved for a total of three years. Each site will develop a system to save these documents should they be requested by MDE. If utilizing the Cumulative Folders, sites will need to determine another means to save these in a centralized location for a period of three years.

While MDE would not request to see permissions from Compensatory Education funded intervention, each site will save these permission forms for a total of three years.



Service Hour Spreadsheets (ADSIS):

ADSIS funded interventionists will complete the service hour spreadsheets on or before the 5th of each month. OCI will send the updated version at the start of the school year.

Special Education Services Clarification:

• ADSIScannotserveANYspecialeducationstudent(speechincluded);thisdoesnotmeanthat they cannot receive Tier 2 and Tier 3 support.■ ADSIS funded teachers are not the only staff members allowed to provide intervention

support. Title I, classroom teachers, compensatory funded teachers, or other trained staff can provide interventions.

• TitleIcanservespecialeducationstudents,butnotintheareaoftheirIEPs.■ IEPgoalforreadingonly:couldreceivemathinterventionbyatitleteacher■ IEPgoalformathonly:couldreceivereadinginterventionbyatitleteacher■ IEPgoalforbehavioronly:couldreceiveeithermath/readinginterventionbyatitleteacher

Monitoring Interventions & Academic Behavior: Tier 3:

The SIT process will be completed for any student who receives ADSIS services. Review Tier 3 and MTSSSchoolIntervention(SIT) process.




Tier 2/Tier 3 Reading Diagnostic Menu

K 1 2 3 4 5

Phonemic Awareness

Press HMH Reading

Diagnostic

Press HMH Reading

Diagnostic

Press HMH Reading

Diagnostic

Press HMH Reading

Diagnostic

Press HMH Reading

Diagnostic

Press HMH Reading

Diagnostic

Phonics/ Decoding

Press Orton

Gillingham

Press Orton

GillinghamReading Mastery

Fast Cycle HMH Reading

Diagnostic

Press Orton

Gillingham Reading Mastery

Fast Cycle HMH Reading

Diagnostic

Press Orton

GillinghamCorrective

ReadingHMH Reading

Diagnostic

Press Orton

Gillingham Corrective

Reading HMH Reading

Diagnostic

Press Orton

GillinghamCorrective

Reading HMH Reading

Diagnostic

Fluency

RN placement QRI

HMH Reading Diagnostic

RN placement QRI


RN placement QRI

Corrective Reading

placement test HMH Reading

Diagnostic

RN placement QRI

Corrective Reading


Diagnostic

RN placement QRI

Corrective Reading


Diagnostic

Comprehension

QRICARS


QRICARS


QRICARS


QRICARS


QRICARS


Sight Words

Frye Sight Words Lists

QRI


QRIOrton

Gillingham


QRIOrton

Gillingham


QRIOrton

Gillingham


QRIOrton

Gillingham



Tier 3 Reading Interventions

K 1 2 3 4 5

Phonemic Awareness

Great Leaps K-2 PRESS Journeys Toolkit PALS Phonemic Awareness Instructional Routine WordsSyllables Rhyme Phoneme Isolation Phoneme Blending Phoneme Segmenting

Great Leaps K-2

PRESS

Journeys Toolkit

PALS

Phoneme Isolation

Phoneme Blending

Phoneme Segmenting

Great Leaps K-2

PRESS

Journeys Toolkit

PALS

Great Leaps 3-5

PRESS

Journeys Toolkit

PALS

Great Leaps 3-5

PRESS

Journeys Toolkit

PALS

Great Leaps 3-5

PRESS

Journeys Toolkit

PALS

Phonics/ Decoding

Great Leaps K-2

PRESS

Journeys Toolkit

PALS

Orton Gillingham

Letter Sound Correspondence

Blending Sounds in Short Words

Segmenting Sounds in Short Words

Writing Simple Words

Decoding Words in Connected Text

Great Leaps K-2 PRESS Journeys Toolkit PALS Orton Gillingham Decode Words in Connected Text Decode and Write Words Decode and Write Words with Blends Decode and Write Words with Silent the “e” Decode and Write Words with More than One Syllable

Great Leaps K-2

PRESS

Journeys Toolkit

Read and Write Irregularly Spelled Words

Diagraphs and Consonant Blends

Words with More than One Syllable

Great Leaps 3-5

PRESS

Journey’sToolkit

Base Words and Suffixes #1

Base Words and Suffixes #2

Great Leaps 3-5

PRESS

Journey’sToolkit

Great Leaps 3-5

PRESS

Journey’sToolkit

http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_KPA1.pdf









http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_KPh1.pdf






http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_1Ph3.pdf




http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_2P_IrrSplWrd.pdf

http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_2P_ConDig.pdf

http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_2P_TwoSylWrd.pdf

http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_3PBWA1.pdf

http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_3PBWA2.pdf




K 1 2 3 4 5

Fluency

Great Leaps K-2

PALS

PRESS

High Frequency Words

Great Leaps K-2

PALS

Read Live

PRESS

Reading Text with Appropriate Expression

Great Leaps K-2 PALS Read Live PRESS Phonetically Regular Words Irregularly Spelled Words Connected Text with Appropriate Phrasing

Great Leaps 3-5 PALS Read Live PRESS Phonetically Regular Words Irregularly Spelled Words Connected Text with Appropriate Phrasing

Great Leaps 3-5

PALS

Read Live

PRESS

Great Leaps 3-5

PALS

Read Live

PRESS

Vocabulary

PRESS

Describe in General and Specific Language

Identify and Sort into Conceptual Categories

NewVocabulary

PRESS Describe in General and Specific Language Identify and Sort into Conceptual Categories NewVocabularyMultiple Meanings UsingContextClues

PRESS Categorize and Describe Features Make Connections Base Words and Affixes Synonyms, Antonyms, Homophones Multiple Meaning Words in Context

PRESS Categorize and Describe Features Make Connections Base Words and Affixes Multiple Meaning Words in Context Shades ofMeaning

PRESS PRESS

Comprehension

Great Leaps K-5

Journeys Toolkit

PRESS

Identify Story Grammar

Answer and Ask Explicit Questions

Identify Main Idea

Answering Higher Level Questions

Great Leaps K-5 Journeys Toolkit CARS/Stars PRESS Answer and Ask Explicit QuestionsIdentify Main Idea Answering Higher Level QuestionsSequence Events in a Story Identify Details to Support Answers

Great Leaps K-5 Journey’sToolkitCARS/Stars PRESS PALS Sequence Events in a Text Compare and Contrast in One Text #1 Compare and Contrast in One Text #2 Cause and Effect Author’sPurpose Retell and Summarize

Great Leaps 3-5

Journey’sToolkit

CARS/Stars

PRESS

PALS

Cause and Effect

Author’sPurpose

Compare and Contrast in Two Texts

Making Inferences

Retell and Summarize

Great Leaps 3-5

Journey’sToolkit

CARS/Stars

PRESS

PALS S

Great Leaps 3-5

Journey’sToolkit

CARS/Stars

PRESS

PALS

http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_KHWF.pdf

http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_1ORF.pdf

http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_2FRRW.pdf

http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_2FRRW.pdf

http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_2FRIW.pdf

http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_2FRIW.pdf

http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_2RTAPPE.pdf

http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_2RTAPPE.pdf

http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_k_common.pdf

http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_k_common.pdf

http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_k_identify.pdf

http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_k_identify.pdf

http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_KV.pdf

http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_KV.pdf

http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_2VMMWC.pdf

http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_2VCIVW.pdf

http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_2VCIVW.pdf

http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_2VMCWNV.pdf

http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_2VMCWNV.pdf

http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_2VBWP.pdf

http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_2VBWP.pdf

http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_2SAH.pdf



http://www.fcrr.org/FAIR_Search_Tool/PDFs/instRoutines_3VSM.pdf

http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_KISG.pdf

http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_KAHLQ.pdf

http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_KC.pdf



http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_1CRMESIS.pdf

http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_1CAQRT.pdf

http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_2SOE.pdf

http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_2CCC1T.pdf

http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_2CCCS1T.pdf

http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_2CICERT.pdf

http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_2CICERT.pdf

http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_3CIDAP.pdf

http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_3CIDAP.pdf

http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_2CCSFNT.pdf

http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_2CCSFNT.pdf

http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_3CCCTITT.pdf

http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_3CMIFIMT.pdf




K 1 2 3 4 5

Sight WordsPALS

Great Leaps K-2

PALS

Great Leaps K-2

Great

Leaps K-5

Great

Leaps K-5

Great

Leaps K-5Comprehensive

Supplemental

Florida Center for Reading Research


Words Their Way

Dibels


Words Their Way

Dibels


Words Their Way

Dibels


Words Their Way

Dibels


Words Their Way

Dibels

http://www.fcrr.org/assessment/ET/index.html








Tier 3 Math Interventions

K 1 2 3 4 5Number and Operation

focusMATH Kindergarten

Great Number Line Race!

focusMATH Grade 1 Book B

Great Number Line Race!

Strategic Number Counting

focusMATH Grade 2 Book A

Strategic Number Counting

Copy Cover Compare

Folding In Technique

Peer tutoring

Self monitoring



Errorless Learning


Problem Solving


Copy Cover Compare


Peer tutoring

Self monitoring

focusMATH Grade 4 Book A & C

Problem Solving

Errorless Learning

focusMATH Grade 4 Book A & B

Errorless Learning

focusMATH Grade 5 Book A & B

Algebra focusMATH Grade 1 Book A

Copy Cover Compare


Peer tutoring

Self monitoring

Self monitoring


Peer tutoring

Copy Cover Compare


Geometry and Measurement

focusMATH Kindergarten

focusMATH Grade 2 Book C




Comprehensive CAMS/STAMS CAMS/STAMS CAMS/STAMS CAMS/STAMS CAMS/STAMS CAMS/STAMS

http://www.interventioncentral.org/academic-interventions/math/number-sense-promoting-basic-numeracy-skills-through-counting-board-ga-0

http://www.interventioncentral.org/academic-interventions/math/number-sense-promoting-basic-numeracy-skills-through-counting-board-ga-0

http://www.interventioncentral.org/academic-interventions/math/number-operations-strategic-number-counting-instruction

http://www.interventioncentral.org/academic-interventions/math/number-operations-strategic-number-counting-instruction

http://www.interventioncentral.org/academic-interventions/math-facts/how-master-math-facts-cover-copy-compare




http://www.interventioncentral.org/node/965168




http://www.interventioncentral.org/academic-interventions/math-facts/peer-tutoring-math-computation-constant-time-delay




http://www.interventioncentral.org/academic-interventions/math-facts/math-computation-increase-accuracy-and-productivity-rates-self-mon




http://www.csd.k12.wi.us/cms_files/resources/Math%20Computation%20Motivate%20with%20%27Errorless%20Learning%27%20Worksheets.pdf



http://www.interventioncentral.org/academic-interventions/math/math-problem-solving-combining-cognitive-metacognitive-strategies

http://www.interventioncentral.org/academic-interventions/math/math-problem-solving-combining-cognitive-metacognitive-strategies


Appendix

Student Intervention Team (SIT) FormsSIT Forms are available from Infinite Campus under PLP, Form Documents.

• Selectstudent(usingsearchontopleft)

• OncethestudentisdeterminedswitchtoIndexontopleft;thenfollowthispath:Index > Student Information > PLP > General

• Choose“Documents”atthetopofwindow

• Select“NewDocument”

• Select“CreateNewSimpleForm”In the drop down menu, you will find all three SIT Forms (screening, plan and evaluation);they are used in this order.

If you do not have access to PLP, Form Documents via Infinite Campus, click on the links below to access the appropriate SIT forms. These forms are fillable PDFs. You will need to download the form to your desktop, name appropriately, save, and complete the form.

• Student Intervention Team (SIT) Screening Summary Form

• Student Intervention Team (SIT) Intervention Plan Form

• Student Intervention Team (SIT) Plan Evaluation Form

http://www.isd15.org/page.cfm?p=4067




Appendix

Essential Learning Benchmarks (ELBs)• K-12 English/Language Arts ELBs

• K-12 Math ELBs

https://docs.google.com/spreadsheets/d/1qMAkz6-0timqQ5XwicE2q6em3BUPhLQ4t-0n-UBGKao/edit#gid=0

https://docs.google.com/spreadsheets/d/192dO4OyATPL7jgJSTJCIcD2awjXpoWyXvv-zzzEVdyE/edit#gid=1284512076


Appendix

Elementary ELA ELB Process 2017-19

KeyELB: Essential learning benchmarkLAC: Learning area committeeCA: Common formative and

summative assessmentsPLC: Professional learning

communityELA: English language arts

* Fully implemented ELB:• LearningTargetsidentified• CA(formativeandsummative)developedand

process implemented and assessments administrated via Mastery Connect

• Tier2interventions&enrichmentsidentified• PLCmeetstoanalyzeCAstodeterminestudent

needs/strengths and to answer the four critical questions

2017-18 Teams fully implement* approx 6-10

total ELBs

Develop CA process

Learning targets

Develop Tier 2 programming

2018-19 Teams fully implement* all ELBs

(approx 10)

Develop CA process

Learning targets


See Appendix for ELB Reflection Cycle


Appendix

Elementary Math ELB Process 2017-19









total ELBs

Develop CA process

Learning targets



(approx 10)

Develop CA process

Learning targets




Appendix

Secondary ELB Process 2017-19









total ELBs

Develop Common

Assessments

Learning targets

Develop Tier 2 intervention &

enrichment


(approx 10)

Develop CA process

Learning targets




Appendix

Esse

ntia

l Lea

rnin

g B

ench

mar

k C

hart

Inde

pend

ent S

choo

l Dist

rict 1

5Cu

rric

ulum

& In

stru

ctio

n41

15 A

mba

ssad

or B

oule

vard

NW

, St.

Fran

cis,

MN

550

7076

3-75

3-70

40 •

ww

w.is

d15.

org

Wha

t do

we

wan

t our

stud

ents

to le

arn?

Gra

de:

Subj

ect:

Trim

este

r:Te

am M

embe

rs:

Des

crip

tion

of B

ench

mar

kEx

ampl

e of

Rig

orPr

ereq

uisi

te S

kills

Whe

n Ta

ught

Com

mon

Sum

mat

ive

Ass

essm

ent

Exte

nsio

n St

anda

rds

Wha

t is t

he e

ssen

tial

benc

hmar

k to

be

lear

ned?

D

escr

ibe

in st

uden

t fri

endl

y la

ngua

ge.

Wha

t doe

s pro

ficie

nt

stud

ent w

ork

look

like

? Pr

ovid

e an

exa

mpl

e or

de

scrip

tion.

Wha

t pri

or k

now

ledg

e,

skill

s, or

voc

abul

ary

are

need

ed fo

r a st

uden

t to

mas

ter t

his b

ench

mar

k?

Whe

n w

ill th

is be

nchm

ark

be ta

ught

?W

hat a

sses

smen

t will

we

use

to m

easu

re st

uden

t m

aste

ry?

Wha

t will

we

do w

hen

stud

ents

hav

e al

read

y le

arne

d th

is be

nchm

ark?

Ada

pted

from

Gre

gory

, Kau

feld

t, M

atto

s, 20

16SAMPLE

Click here to link to the Essential Learning Benchmark Chart as a PDFClick here to link to the Essential Learning Benchmark Chart in Google Docs


https://docs.google.com/a/isd15.org/document/d/1iqIRTWg_klzFSLFTo_-HH3HmfqTEtSid5gOcYLoeeZE/edit?usp=sharing


Appendix

MasteryConnect (MC) Districtwide Implementation 4-year Plan

2019-20• AllteachersK-12(E-21?)haveareutilizingMCtotrackstudentlearning.• AllELBsK-12arelocatedinMCforallsubjectareas.• CommonassessmentshavebeendevelopedandimplementedforallELBsacrossallcontentareas.

2018-19

• MCUseexpectations:■ Elementary: Create trackers for all social studies/science ELBs, including common assessments.

Update,reviseandaddneededinstructionalmaterialstotrackersdevelopedin2016-18.■ Middle School: Update,reviseandaddneededinstructionalmaterialstotrackersdevelopedin

2016-18. ■ High School: Develop trackers for any remaining courses based on appropriate ELBs for course,

includingcommonassessments.Update,reviseandaddneededinstructionalmaterialstotrackersdeveloped in 2016-18.

2017-18

• MCUseexpectations:■ Elementary:CreatetrackersforallMathELBs,includingcommonassessments.Update,reviseand

add needed instructional materials to trackers developed in 2016-17. ■ Middle School: Update,reviseandaddneededinstructionalmaterialstotrackersdevelopedin

2016-17. ■ High School: Choose a second course per trimester to create trackers based on appropriate ELBs

forcourse,includingcommonassessments.Update,reviseandaddneededinstructionalmaterialsto trackers developed in 2016-17.

2016-17

• RequiredMCtraining(1hour)duringback-to-schoolweekforallteachingstaff.■ Those who have already received MC 1.0 training will participate in MC 2.0 training.

• Sept-Decrequiredfour,30minMCtrainings(1permonthSept-Dec)at2.0and2.+levelforallstaff.■ UtilizePLCopportunitiestoanalyzeMCimplementationandneededareasoftraining.

• MCMentorswillcontinuetoprovideon-goingMCsupporttostaffateachsite.■ OCI will monitor curriculum maps and solicit feedback regarding accuracy, efficiency and use of

maps make revisions as needed for following school year. • OCIwilldevelopcurriculummapsformathandEnglishlanguageartsbyAugust2016.Thesewillbe

the district common curriculum maps to guide instruction K-12 throughout the content areas. • MCUseexpectations:

■ Elementary: Create trackers for 4-6 full implemented math ELBs; and 3-5 full implemented ELA ELBs.

■ Middle School: Create content area trackers for ELBs, including common assessments. ■ High School: Choose one course per trimester to create trackers based on appropriate ELBs for

course, including common assessments. • OCIwillevaluatepossibilityofopeningstudent/parentportaltoMC.

2015-16

• MCMentorshavereceivedon-goingprofessionaldevelopmentregardingtheimplementationofMC.• Othernon-mentorteachershavebegunusingMCvoluntarily.• VoluntaryMCtrainingsprovidedthroughoutspring2016forteacherswhowanttobegintheirMC

training (MC 1.0 level training). • OST,OCIevaluatecurrenttechnologyandneedsforeffectiveMCimplementationbyallstaffinfall

2016.


Appendix

ELB Reflection CycleAnnually PLCs should review ELBs using the ELB Reflection Cycle.

Implement MTSS Instructional Cycle

Recommend ELB changes if needed.

Identify ELB

Evaluate for:• Endurance• Leverage• Readiness for further study• Vertical alignment• Horizontal alignment


Benchmarking Calendar and Assessments Matrix 2017-18Benchmarking: is conducted throughout the school year for all current students and new students to the district. The dates for benchmarking as well as the assessments used for benchmarking are as follows:

Grades K-5

Month Assessment Window Including Data Entry

September September 7-15

January January 16-26

May May 14-25

Grades 6-12

Month Assessment Window Including Data Entry

September September 7-29

January January 2-February 28

May May 8-31

Students in grades K-5 will be benchmarked three times per year. For middle and high school students’benchmarkschedulewillvarybasedonthegradelevel.Seepages36-38formoredetails.

Appendix


Benchmarking Calendar and Assessments Matrix The following tables identify the various benchmark assessments that are given during each benchmarking period, for each grade/level.

• GradesK-5• Grades6-8• Grades9-12

FallKindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

LNF LETTER NAMING FLUENCY

R-CBM Reading R-CBM Reading R-CBM Reading R-CBM Reading R-CBM Reading

LSF LETTER SOUNDFLUENCY

PSF PHONEMIC SEGFLUENCY

MAZEGROUPADMINISTERED



ISF INITIAL SOUNDFLUENCY

NWF NONSENSE WORDFLUENCY

OCM ORAL COUNTING

M-COMPGROUPADMINISTERED





NIMNUMBERIDENTIFICATION


M-CAPGROUPADMINISTERED




QDMQUANTITYDISCRIMINATION


MNM MISSING NUMBER

MNM MISSING NUMBER

WinterKindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

LSF LETTER SOUNDFLUENCY R-CBM Reading R-CBM Reading R-CBM Reading R-CBM Reading R-CBM Reading







NWF NONSENSE WORD













MNM MISSING NUMBER


MNM MISSING NUMBER

Appendix


Benchmarking Calendar and Assessments Matrix

SpringKindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

LSF LETTER SOUNDFLUENCY R-CBM Reading R-CBM Reading R-CBM Reading R-CBM Reading R-CBM Reading

















MNM MISSING NUMBER

MNM MISSING NUMBER

Lexile Levels for Benchmark Reading ProbesKindergarten Grade 1

Lexile up to 300Grade 2

Lexile 140-500Grade 3



Lexile 565-910

September: #1, 2, 3 (average)

September: #1-3 (average)





January: #1, 2, 3 (average)

January: #1-3 (average)


January:#1-3 (average)

January:#1-3 (average)


May: #1, 2, 3 (average)

May: #1-3 (average)

May: #1-3 (average)

May: #1-3 (average)

May: #1-3 (average)

May: #1-3 (average)

#1, lexile 240 #1, lexile 420 #1, lexile 630 #1, lexile 770 #1, lexile 810



Appendix


Benchmarking Calendar and Assessments Matrix

FallGrade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

STAR Reading Enterprise Test





(identified students)

Saints Academy will benchmark all students with the STAR Reading Test Crossroads will benchmark all students at appropriate intervals using AIMsweb

STAR Math Enterprise Test







Saints Academy will benchmark all students with the STAR Math Test Crossroads will benchmark all students at appropriate intervals using AIMsweb

WinterGrade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12









SpringGrade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12






STAR Reading Enterprise Test (at the completion

of Engl 9)









Appendix


Appendix

Elementary Cut Score Progressions by Grade Level

AIMSweb/DIBELS Kindergarten Cut Scores for Risk Calculation

Reading

Letter Naming Fluency (LNF)

Fall Winter SpringTier 1 13+ 38+ 46+Tier 2 4-12 25-37 35-45Tier 3 0-3 0-24 0-34

Letter Sound Fluency (LSF)

Fall Winter SpringTier 1 2+ 20+ 33+Tier 2 1 10-19 24-32Tier 3 0 0-9 0-23

Phoneme Segmentation Fluency (PSF)

Fall Winter SpringTier 1 Not Given 18+ 41+Tier 2 Not Given 7-17 26-40Tier 3 Not Given 0-6 0-25

Nonsense Word Fluency (NWF)

Fall Winter SpringTier 1 Not Given 19+ 33+Tier 2 Not Given 9-18 23-32Tier 3 Not Given 0-8 0-22

DIBELS First Sound Fluency

Fall Winter SpringTier 1 23+ Not Given Not GivenTier 2 12-22 Not Given Not GivenTier 3 0-11 Not Given Not Given

UpdatedFall2016totheDIBELSNextRecommendedBenchmarkGoals2012

KEy: Tier 1—At or Above Benchmark Tier 2—Below Benchmark Tier 3—Well Below Benchmark


Appendix

AIMSweb Kindergarten Cut Scores for Risk Calculation

Math

OCM (Oral Counting Measure)


NIM (Number Identification Measure)


QDM (Quantity Discrimination Measure)


MNM (Missing Number Measure)

Fall Winter SpringTier 1 2+ 9+ 13+Tier 2 1 5-8 9-12Tier 3 0 0-4 0-8




Appendix

AIMSweb First Grade Cut Scores for Risk Calculation

Reading

R-CBM/ORF (Oral Reading Fluency)

Fall Winter SpringTier 1 Not Defined 30+ 53+Tier 2 Not Defined 15-29 25-52Tier 3 Not Defined 0-14 0-24

Phoneme Segmentation Fluency (PSF)


Nonsense Word Fluency (NWF)





Appendix

AIMSweb First Grade Cut Scores for Risk Calculation

Math

M-COMP (Computation)


NIM (Number Identification Measure)


QDM (Quantity Discrimination Measure)


MNM (Missing Number Measure)





Appendix

AIMSweb Second Grade Cut Scores for Risk Calculation

Reading



Math



M-CAP (Concepts and Applications)





Appendix

AIMSweb Third Grade Cut Scores for Risk Calculation

Reading



MAZE


Math








Appendix

AIMSweb Fourth Grade Cut Scores for Risk Calculation

Reading



MAZE


Math








Appendix

AIMSweb Fifth Grade Cut Scores for Risk Calculation

Reading



MAZE


Math








Appendix

Secondary Cut Scores for Risk Calculation (MCA correlated)

STAR 360 Reading Grades 6-12

Does Not Meet Partially Meets Meets Standards Exceeds

Grade 6 Below 564 SS 564-693 SS 694-975 SS At/Above 976 SS







Secondary Cut Scores for Risk Calculation (MCA correlated)

STAR 360 Math Grades 6-12

Does Not Meet Partially Meets Meets Standards Exceeds








SS--Scaled Score is calculated based on the difficulty of questions in a student’s test and the number of correct responses. STAR scaled scores range from 0-1400 for STAR Reading and STAR Math. They can be used to compare student performance over time and across grade levels.

STAR Scaled Scores that fall in the ranges for categories Partially Meets and Meets Standards (MCA correlated), are indicated on the STAR rating of Below Benchmark Intervention (yellow).


References Buffum, A., Mattos, M., Weber, C. Simplifying Response to Intervention Four Essential Principles.

Solution Tree Press, Bloomington, IN, 2012.

Burns, M., & Gibbons, K. Implementing Response-to-Intervention in Elementary and Secondary Schools. Routledge, New York, NY, 2008.

Burns,M.,Riley-TIllman,T.,&VanDerHeyden,A.RTI Applications Academic and Behavioral Interventions Vol. 1. The Guilford Press, New York, NY, 2012.

Critical Components of MTSS: http://education.state.mn.us/MDE/EdExc/StandImplToolkit/Exploration/CriticalCompMTSS/index.html.

Eaker, Robert. Kid by Kid, Skill by Skill: Becoming a Professional Learning Community, presented at Professional Learning Communities at Work Institute, Minneapolis, MN, June, 2016.

Gregory, G., Kaufeldt, M. Mattos, M. Best Practices at Tier 1. Solution Tree Press, Bloomington, IN, 2016.

References

http://education.state.mn.us/MDE/EdExc/StandImplToolkit/Exploration/CriticalCompMTSS/index.html