Alexander County Schools



School: Sunshine School Date: 01/15/2013

Student Name(s)/Grade Level: 1st Grade

Pick One: X Tier I Tier II Tier III

Tier II or Tier III only: Has the student had excessive absences/tardies/transience in their school career (if yes, attach relevant attendance history)? Yes No

Student Strengths:      

What should our students know and be able to do?

Identify the Problem: Only 60% of all first grade students are proficient on the DIBELS Next composite score and 42% are proficient on the DORF.

RIOT – Review, Interview, Observe, Test

|Develop and Test Hypotheses (Why is the problem occurring?) |

|Instruction: Only 60% of all first grade students are|Curriculum: Only 60% of all first grade students are |Environment: Only 60% of all first grade students are|Learner (Tiers II and III):       |

|proficient on the DIBELS Next composite score and 42%|proficient on the DIBELS Next composite score and 42%|proficient on the DIBELS Next composite score and 42%|The individual student’s current skill deficiency is |

|are proficient on the DORF, because the instruction |are proficient on the DORF, because the curriculum |are proficient on the DORF, because ELA blocks are |explained here. This should include the student’s |

|has not included enough modeling and practice of |doesn’t have a strong emphasis on reading fluency. |not long enough to cover the expected material. |current performance level and the goal to be |

|reading fluency. |Review curriculum maps |Only 60% of all first grade students are proficient |achieved. |

|Interview teachers. | |on the DIBELS Next composite score and 42% are | |

| | |proficient on the DORF, because school policy on | |

| | |excessive tardies is not being implemented. | |

| | |Review schedule; Interview (discuss issue) with PBIS | |

| | |team about policy. | |

|Instruction Assessment Plan/Results: |Curriculum Assessment Plan/Results: |Environment Assessment Plan/Results: |Learner Assessment Plan/Results:       |

|Most teachers are doing modeling; however, it is not |The curriculum maps include fluency; however, the |Each teacher has a 90-minute ELA block and multiple |The individual student’s assessment plan should state|

|being purposefully planned and implemented. Teachers|teachers admit the focus on accuracy, comprehension |opportunities to integrate ELA standards in other |the specific intervention being implemented (What |

|reported varying strategies and amounts of time for |and higher order thinking has overshadowed any |subject areas. |strategy is being used to address the skill deficit? |

|fluency practice. |intentional fluency strategies. |PBIS Team reports letters have not been sent home |Ex: “Say It, Move It” activity for PSF deficit) In |

| | |regarding tardies. |addition, the frequency and duration of the |

| | | |intervention is noted (ex: 3x week for 15 minutes). |

| | | |This section can be updated throughout the year by |

| | | |documenting any changes which occur (ex: goal reached|

| | | |or an intervention needs to be changed). Updates |

| | | |should include the calendar date, purpose of update, |

| | | |and any change in intervention activity, such as type|

| | | |of intervention, frequency, duration, etc. |

|Precise Problem Statement: |

|Only 60% of all first grade students are proficient on the DIBELS Next composite score and 42% are proficient on the DORF, because the instruction has not included enough modeling and practice of fluency. |

|Twenty-six (26%) of students have excessive tardies, which may be contributing to these lower scores as well, because the school policy has not been enforced. |

|Discuss and Select Solutions: |

|Teachers will model fluent reading (whole group & guided reading group) |

|Teachers will provide opportunities for fluent reading with feedback using Reader’s Theater, Repeated Readings, Echo Reading, and/or choral reading |

|Teachers will use flexible grouping across grade levels for fluency practice |

|Office personnel will ensure school policy on tardies is enforced by sending home letters after the first offense (more than 1 within 2 weeks) and follow up with a phone call from administration if the problem |

|continues. |

|Develop and Implement Action Plan: |

|Who? |What? |Where? |How Often? |

|All 1st Grade Teachers |Teachers will model fluent reading (whole group & |In the classroom during ELA block |At least 2 times per day |

| |guided reading group) | | |

|All 1st Grade Teachers |Teachers will provide opportunities for fluent |In the classroom during ELA block | |

| |reading with feedback using Reader’s Theater, | |Daily |

| |Repeated Readings, Echo Reading, and/or choral | | |

| |reading |Office | |

|Office personnel |Office personnel will ensure school policy on tardies| | |

| |is enforced by sending home letters after the first | |As needed based on attendance |

| |offense (more than 1 within 2 weeks) and follow up | | |

| |with a phone call from administration if the problem | | |

| |continues. | | |

|How will we know students are learning? |Baseline Score: 42% of the 1st grade students are at or above target score on DORF |

| |Short Term Goal: - By the spring benchmark assessment, 68% of students in 1st grade will reach the DORF |

| |target score. |

| |Long Term Goal: By the winter benchmark assessment next year, at least 80% of this group of students will |

| |reach the DORF target score. Also by winter benchmark next year, at least 80% of students in 1st grade will|

| |reach the DORF target score. |

|Measurement Strategy: Who? Classroom teachers With What? Informal formative assessment How Often? Weekly |

|Data-Based Decision Making Rules: If the majority (50% or greater) of teachers are not reporting progress in students’ reading fluency then the plan will be revisited |

|Instructional coach will conduct walk-throughs every two weeks to ensure teachers fidelity of strategies. |

| |

|Review Date: 04/17/2013 |

|Evaluate and Revise the Plan – Date: April 17, 2013 |How will we respond when |How will we respond when |

| |students don’t learn? |students have already learned? |

|Results: |Next Steps: |

| |Continue instructional changes throughout the duration of the school year |

|72% of students scored at or above target on DORF. |Continue monitoring students |

| | |

|13% decrease in excessive tardies. |Integrate intentional modeling and fluency practices with feedback next year beginning in the fall. |

| | |

| |Continue to enforce school policy on attendance |

| | |

| | |

| | |

| | |

| | |

|Participants (Name and Title): | |

|Amy Jones, 1sr grade teacher |Jennifer Miller, Instructional Coach |

|Sally White, 1st grade teacher |Juan Pacheco, 1st grade teacher |

|John Bell, 1st grade teacher |      |

|Lynn Franks, 1st grade teacher |      |

|Parent Involvement in Plan Development: Conference Phone Call Signed letter returned from home Other:       |

|Parent Signature (if applicable): ________________________________________________ Date:       |

|Meeting Notes (Optional):       |

|Evaluate and Revise the Plan – Date:       |How will we respond when |How will we respond when |

| |students don’t learn? |students have already learned? |

|Results:       |Next Steps:       |

|Participants (Name and Title): | |

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|Parent Involvement in Plan Development: Conference Phone Call Signed letter returned from home Other:       |

|Parent Signature (if applicable): ________________________________________________ Date:       |

|Meeting Notes (Optional):       |

|Evaluate and Revise the Plan – Date:       |How will we respond when |How will we respond when |

| |students don’t learn? |students have already learned? |

|Results:       |Next Steps:       |

|Participants (Name and Title): | |

|      |      |

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|Parent Involvement in Plan Development: Conference Phone Call Signed letter returned from home Other:       |

|Parent Signature (if applicable): ________________________________________________ Date:       |

|Meeting Notes (Optional):       |

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Think SMART

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