2013
All Students Can be Successful!
A Guide to Intervention
Elementary
Moving With Math
Making Connections
Secondary
Carnegie Learning
Achieve 3000
Table of Contents
Introduction ………………………………………………………....1
Henrico RtI Model Flow Chart……………………………………...2
Henrico Intervention Team Referral………………………………...3
Tiered Levels of Instruction…………………………………………4
Procedures for Placement in Academic Tiers……………………….5
Behavioral Interventions and Tiers………………………………….7
Procedures for Placement in Behavioral Tiers………………………8
Documents-In SEAS for School Use
Preliminary IT Review…………………………………………10
Parent Notification Letters………………………………… 11-15
Classroom Teacher Checklist…………………………………. 16
Request for Assistance………………………………………… 17
Behavior Notification, Invite, Plan……………………………..18
Parent Contact Note…………………………………………….19
School Staff Planning……………………………………………….20
Parent Request for Assistance/ Evaluation………………………….22
Glossary …………………………………………………………….23
FYI…………………………………………………………………. 24
Response to Intervention (RtI) is a multi-tiered instructional framework based on the
philosophy that all students can be successful. This is achieved primarily by providing
research-based instruction, providing small group and individual early intervention
services, and monitoring students’ responses to those services.
In Tier I instruction, all students receive research-based instruction and programs. Most
students (typically 80 to 85% or more) are successful. Students’ progress is regularly
monitored during Tier I instruction; usually at the beginning, middle and end of the year
to determine students’ progress and to identify those who may be less successful.
Students whose progress fall below an established benchmark in Tier I instruction are
provided additional small group support through Tier II instruction, specific to the areas
of difficulty experienced. Typically around 10 to 15% of students may need this
additional level of support. Students’ progress is assessed through bi-weekly measures
and charted and monitored to determine if the progress demonstrates sufficient student
response to instruction.
A very limited number of students may require Tier III instruction. Tier III instruction
provides more time and resources to develop students’ academic or behavioral skills.
Students’ progress is assessed through bi-weekly measures and the length and
intensity of support may vary. Teacher teams who monitor students who do not
demonstrate sufficient response to this multi-tiered approach to learning may refer
students for evaluation of special education eligibility.
RtI is a proactive approach and framework for providing appropriate learning
experiences for all students. In addition, it serves as an early identifier of students who
may be at risk for academic or behavioral difficulties. RtI is a school division’s best effort
to act on its belief that all students can succeed.
1
Procedures for Placing Students in Intervention Tiers from Results of
Universal Screeners
Initial Student Placement in Tier II (all students in need of intervention begin in Tier II)
1. School team reviews designated universal screening scores. ( May include Grade Level
Chairs, Counselors, Administrators, Department Chairs, Classroom Teachers, CARs)
2. All students receive high quality instruction to include differentiated instruction and
periodic additional instruction in the Tier I general education classroom. Students who
fall below cut scores/ ranges are reviewed for placement in Tier II. Typically 10%-15%
of the students are selected for Tier II interventions.
3. If student academic testing performance is not typical of his/her previous academic
performance, the school may complete the Preliminary IT Review Form (SEAS) to
look at multiple measures of performance and to determine if the student is in need of
Tier II intervention or Tier I classroom accommodations.
4. If student is placed into Tier II intervention, parents are notified of additional academic
support using the Parent Notification Letter (SEAS) for elementary or secondary.
5. Once a student is placed in Tier II, an initial action plan should be created using the
intervention protocol. This plan typically follows the prescribed course of the
intervention program with frequent monitoring by the interventionist and classroom
teacher.
6. Minimum standards for providing services in Tier II:
10 to 15% of school population
90 minutes per week in small group instruction
7. Progress monitoring is achieved using benchmarks and intervention program
assessments. In Tier II, progress monitoring is ongoing with each activity, but formal
progress should occur each two-week period and should be shared with the classroom
teacher, counselor and administration. The interventionist should take a data point each
two week period, save it electronically and send it to other monitoring personnel. The
interventionist, classroom teacher, school counselor and administration work together to
monitor student progress.
8. If progress is not seen after multiple data have been reviewed, the interventionist and
classroom teacher complete the Classroom Teacher Checklist. (SEAS) An IT Request
for Assistance (SEAS) is also initiated and should be forwarded to the IT Chairperson.
5
9. The Intervention Team Convenes (Intervention Team – administrator, counselor,
skilled teacher, referring teacher, (psychologist and social worker, when possible)
and reviews student records. The Team develops or revises the action plan for current
Tier or change of Tiers. If the student changes Tier placement, parents are notified using
Change of Tier Parent Notification Letter. (SEAS)
10. Minimum standards for providing services in Tier III:
5 to 10% of school population
120 minutes per week with smaller group instruction
11. Continuous monitoring is achieved using benchmarks and intervention program
assessments.
12. The IT (Intervention Team) may at any time request further testing for Special
Education Services if a disability is suspected.
13. If the student is not found eligible for Special Education services, the IT convenes and
writes a new action plan.
Elementary Intervention Programs
Math-- Moving With Math
Reading-- Intervention Station, Making Connections
Secondary Intervention Programs
Math-- Carnegie Learning
Reading-- Achieve 3000, Empower, Teen Biz
6
Behavioral Interventions and Tiers
Tier I Interventions




School-wide Discipline (HCPS Coalition Team) and behavioral expectations developed
from data analysis of school conduct
Quarterly updates of school conduct, including developing/sharing/adjusting current
school inclusive plan with staff
Staff training--Mandt, suicide prevention, bullying prevention
Student/classroom training by teachers, counselors, psychologists on various topics
pertinent to school climate/age group (social skills)
Tier II Interventions









Targeted groups to address behavior concerns
In-school suspension with academic supports
RtI Behavioral Action Plan (SEAS)
FBA-BIP using current behavioral data
Community Student Involvement- Interventionists who consult with classroom teachers
and parents after observation and assessment of needs
Student coaching and mentoring
New Beginnings-- Elementary
ESIP--Elementary
Check In-Check Out Strategies
TIER III Interventions




Empowerment Academy–Elementary
FBA-BIP-- Formal collection of data and data driven plan
School developed behavioral supports to meet individual student needs
Possible referral for Special Education Eligibility
7
Procedures for Behavioral Referrals to the Intervention Team
All Students receive Tier I Interventions to include:





School-wide Discipline and behavioral expectations developed from data analysis of
school conduct. The HCPS Coalition Team, with representatives from each school, has
developed a framework, which includes training for staff on building healthy
relationships, and creating a culture of equity and inclusiveness.
Quarterly updates of school conduct, including developing/sharing/adjusting current
school inclusive plan with staff members.
Staff training in Mandt, suicide prevention, bullying prevention
Student/classroom training by teachers, counselors, psychologists on various topics
pertinent to school climate/age group (social skills).
Positive behavioral supports plan developed at each site
If a student is in need of additional support:

Complete the Classroom Teacher Checklist (K-12), (SEAS) as a guide to ensure that
all possible avenues have been explored in Tier I. Make any adjustments necessary,
monitor progress and document efforts by the school staff.
If the student, for whom you have given extra supports, doesn’t respond:

Complete the Request for Assistance. (SEAS) The Intervention Team will convene to
discuss possible Tier II Interventions. These interventions include but are not limited
to:
o Targeted groups to address behavior concerns
o In-school suspension with academic/behavioral supports
o Behavioral Action Plan (SEAS)
o FBA-BIP using current behavioral data
o Community Student Involvement-Interventionists (where applicable) who
consult with classroom teachers, administration, and parents after observation
and assessment of needs
o Student Coaching and Mentoring
o New Beginnings, ESIP- Elementary
o Check In-Check Out Strategies
An initial Action Plan (SEAS) should be developed by the Intervention Team for the student
and documented within the SEAS Management System. The Intervention Team chooses one
member to monitor progress for the student. Information regarding progress with the plan should
be collected frequently, as directed by the Intervention Team.
If the student doesn’t respond to Tier II Interventions as specified by the Intervention Team:
 The student’s Tier II Action plan may need to be reviewed by the Intervention Team.
Tier III Interventions include but are not limited to:
o Empowerment Academy- Elementary
o FBA-BIP-- Formal collection of data and data driven plan (psychologist
assistance required)
o School developed behavioral supports to meet individual student needs
o Possible referral for Special Education Services
It is important that all staff members, classroom teacher, counselor, administrator and
interventionist maintain accurate records during this process. Talk with Central Office resource
specialists to get additional support.
9
Preliminary IT Review Form
Student's Name____________________________
Date___________________________________
School______________________________________
Teacher________________________________
Quantitative Data
Student
Achievement
Assessment Name
Pass Score
Range Score
Assessment Name
Pass Score
Range Score
Assessment Name
Pass Score
Range Score
Significant Indicators
Observed Frequency
Seldom Usually
Always
(1)
(2)
(3)
Never
(0)
Student reads and comprehends on or above grade level.
Student attends school on a regular basis.
Student demonstrates mathematical ability on or above
grade level.
Student completes work assignments without
modifications.
Student demonstrates age appropriate behavior.
Academic Performance
First
Quarter
Second
Quarter
Third
Quarter
Reading (Language Arts)
Mathematics
Teacher comments:
Student qualifies for Tier II/III support
*to be completed by the Intervention Team*
Check:
Reading (Language Arts) Tier II/Tier III
 Mathematics Tier II/ Tier III
ELEMENTARY/MIDDLE Parent Notification Letter
Date_____________________
Dear Parent(s)/Guardian of _______________________________,
During the past school year standardized achievement tests to assess academic skills
were administered to all HCPS students.
Your child will be receiving additional support in the area of (reading and/or math). The
interventions are designed to meet your child’s individual needs in order to improve
academic performance. The interventions are in addition to regular classroom
instruction and should support necessary skills for grade level achievement.
We are excited about offering this additional opportunity for academic growth and
support. If you have questions, please call____________________________.
Sincerely,
School Principal’s Name
11
SECONDARY-Parent Notification Letter
Date_____________________
Dear Parent(s)/Guardians of _______________________________,
During the past school year standardized achievement tests to assess academic skills
were administered to all HCPS students.
Your child will be receiving additional support in the area of (reading and/or math). The
interventions are designed to meet your child’s individual needs in order to improve
academic performance. The interventions are in addition to regular classroom
instruction and should support necessary skills for grade level achievement.
An additional class may/may not be recommended to supplement classroom instruction.
School staff will contact you regarding specific plans for your student. If you have
questions, please call____________________.
We are excited about offering this additional opportunity for academic growth and
support.
Sincerely,
School Principal’s Name
12
Parent Notification Letter
Change of Tier II to Tier I
Date_____________________
Dear Parent(s)/Guardian of _______________________________,
Your child has been receiving supplemental instruction in the area of (reading and/or
math). At this time the school’s intervention team has reviewed your child’s academic
progress. We are pleased to share with you that your child has made sufficient progress
and will no longer need this additional instruction.
Please be assured that we will continue to monitor your child’s progress and should
adjustments need to be made you will be contacted.
If you should have any questions, please call _______________________. Thank you
for your continued support.
Sincerely,
School Principal’s Name
13
Change of Tier II to Tier III Parent Notification Letter
Date_____________________
Dear Parent(s)/Guardian of _______________________________,
Your child has been receiving supplemental instruction in the area of (reading and/or
math). The school’s intervention team has reviewed your child’s academic progress. At
this time, progress benchmarks have not been met and we believe your child may
benefit from more intensive support services. As before, these support services are in
addition to regular classroom instruction. Please be assured that we will continue to
monitor your child’s progress and should adjustments need to be made you will be
contacted.
If you should have any questions, please call _______________________. Thank you
for your continued support.
Sincerely,
School Principal’s Name
14
Date_____________________
Dear Parent(s)/Guardian of _______________________________,
During the past school year standardized achievement tests to assess academic skills
were administered to all HCPS students.
Your child has been receiving additional support in the area of (reading and/or math).
The interventions were designed to meet your child’s individual needs in order to
improve academic performance. The interventions have been given in addition to
regular classroom instruction.
A recent review of your child’s progress data indicated that the IT (Intervention Team)
needs to meet to discuss your child’s academic growth. As an integral participant in
your child’s education, we’d like to invite you to attend this meeting scheduled for
_____________________ at ___________.
Please detach the bottom portion of this letter and return to your child’s school by
_____________________.
If you should have any questions or concerns, please do not hesitate to contact
____________________________@_________________________.
Sincerely,
School Principal’s Name
--------------------------------------------------------------------------------------------------------------------*Please detach and return to school. Keep the top portion for your records.*
Parent(s)/Guardian of ______________________________________________
Please check one box.
❒ I plan to attend the meeting on __________________ at _____________.
❒ I will not be able to attend the meeting on ________________at __________. My
child’s teacher can contact me at _____________________ to share the meeting
summary.
15
Classroom Teacher Checklist (K-12)
Classroom Teacher’s Name_______________________________
Grade Level/Subject Area ________________________________
Student’s Name
________________________________
Classroom teacher checklist-Tier I students
To be used prior to IT referral~
· Check to make sure student does not have an IEP/504 plan
·
Collaborate with school counselor and/or school social
worker to see if any issues outside of school are affecting
academic/behavioral progress (i.e. attendance, divorce,
frequent school moves, medical issues)
·
Complete anecdotal notes of student’s academic/behavioral
history for reference
·
·
Discuss concerns with ESL professional to eliminate second
language issues as the primary challenge and ensure
appropriate instructional strategies have been used
·
Document data to show student progress (minimum of
every 4 1/2 weeks)
Implement small group/differentiated instruction
·
·
List any classroom accommodations (i.e. proximity seating,
extended time on tests, testing modifications)
·
Maintain log of parent contact(s)/conference(s) regarding
academic/behavioral concerns- attach log
·
Provide evidence of support services in place (if applicable)
which may include ESL, SOL Tutoring, 2nd Helping
·
Review assessments to document accurate academic
placement in reading/math/core curriculum subjects
·
Review cumulative file (report card grade history,
attendance records, behavioral information)
Classroom
teacher
checklist
✓
Date of
completion
--/--/20--
Intervention Team
Request for Assistance
Student Name:
Grade:
DOB:
Parent/Guardian:
Number of Absences:
Retained:
Person Making Request:
Relationship to student:
Parents’ Notified of Request to
Intervention Team
yes
no
Current Level of Support:
Tier I
Tier II
Tier III
Current Assistance:
Interventionist
Community Services
ESL
Title I
504
Other:
Data Source: Attach data (PALS, HATS, SOL, CBM data, progress monitoring data attendance reports,
discipline referrals or other information.)
After reviewing the data sources, provide a specific, observable and measurable description of the most
concerning problem-include data that details frequency, severity, locations, etc.
Besides the Intervention Team members, do you feel anyone else should be invited? If yes, please list.
Please return this request to the Intervention mailbox. A member of the Intervention team will contact you
regarding this request.
Date Request was received:
Date of Meeting:
17
Intervention Team
Assistance Plan
Name of Student:
Grade:
Date Request Received:
Referring Source:
Lead Interventionist:
Date of Parent Notification of/Invitation for
Meeting:
Date of Intervention Meeting:
Recommendations
Minimal Progress – Intervention team will
develop a new intervention plan
Student successful and passed benchmark;
Interventions no longer necessary
Continue with current intervention & reconvene
on:
Section 504 Suspected- Refer for Section 504
evaluation
At any point in the process if a disability is suspected, the child may be referred for a special education
evaluation.
Notes:
Select and Plan Research-Based Strategies/Interventions
Goal:
Intervention
Provider
Setting
Frequency
Start
End
Intervention
Provider
Setting
Frequency
Start
End
Goal:
Team Members
Parent Notification Letter (Elementary/Middle-RTI)
Date__________________
Dear Parent(s)/Guardians of:
During the current school year your student has experienced ongoing behavioral
difficulties that have impacted his/her overall social/academic progress.
.
In an effort to provide your child with supports necessary to bring about positive
changes, we will be implementing strategies designed to promote growth in this area.
We view parents as important partners in their child’s education and welcome your input
as we create these positive behavioral supports.
We are excited about offering this additional opportunity for your child to be successful
in the whole school program. If you have questions, please call:
Title: _________________________________________
Phone: ________________________________________
Sincerely,
_____________________________
Intervention Team Parent Invitation
Date_____________________
Dear Parent(s)/Guardian of:
During the past school year we have been working with your (son/daughter) in the area
of behavior management.
Your child has been receiving additional support in this area. The behavioral
interventions were designed to meet your child’s individual needs. The interventions
have been given in addition to regular classroom behavioral support.
A recent review of your child’s progress data indicated that the IT (Intervention Team)
needs to meet to discuss your child’s behavioral needs. As an integral participant in
your child’s education, we’d like to invite you to attend this meeting scheduled for
Date:______________Location:__________________________Time:________.
Please detach the bottom portion of this letter and return to your child’s school by date:
_____________________________.
If you should have any questions or concerns, please do not hesitate to contact
Title: ____________________________Phone: _________________________.
Sincerely,
______________________________
Principal’s Name
--------------------------------------------------------------------------------------------------------------------*Please detach and return to school. Keep the top portion for your records.*
Parent(s)/Guardian of ______________________________________________
Please check one box.
❒ I plan to attend the meeting.
❒ I will not be able to attend the meeting.
My child’s teacher can contact me at _____________________ to share the meeting
summary.
PARENT CONTACT NOTE
Date__________________________________________
School of Attendance_____________________________
Student’s name__________________________________
Parent(s) name__________________________________
Teacher’s name__________________________________
REASONS FOR CONTACT--______________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
FOLLOW-UP REMINDERS (optional)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
19
Response to Intervention
School Staff Planning
Intervention Team Chair
IT members:
Administrator
________________________________________
Counselor
________________________________________
Skilled Teacher
*_______________________________________
Referring Teacher
*_______________________________________
Psychologist?
________________________________________
Social Worker?
________________________________________
Eligibility Team Chair
*Coverage needed for Skilled Teacher and Referring Teacher
Activity
Reviews student assessment data and selects
students for Tier II Intervention Support
Sends Parent Notification Letter home to
parents of students selected for Tier II
Interventions
Creates small group academic plan using
intervention protocols
Plans time for interventions in daily schedule
Person Responsible
Interventionist-person who instructs with the
intervention programs- keeps log of daily plans
Specify times:
Interventionist monitors progress of students as
follows:
Every two weeks, the interventionist checks
individual student progress, keeps a copy for
review and forwards the names of students
who are not making progress to the appropriate
personnel.
Random checks:
Monitors fidelity
Uses intervention “Look Fors”
Sends interim reports?
Sends other communication?
Who?
Frequency?
Yes
Specify:
20
Classroom teacher
Counselor
Administrator
Intervention Team
No
Roles and Responsibilities
Implementation of Interventions with Fidelity
General Education

·



Implement Tier I high quality classroom instruction to include differentiated instruction
and classroom accommodations, where needed.
Evaluate and identify students at risk and eligible for Tier II.
Provide additional instruction with standard protocol interventions to students who
qualify for Tier II.
Progress monitor students who are in Tier II within the intervention program and in Tier
I classroom with Henrico benchmark assessments as well as universal screeners.
Collaboration of staff members is critical to insure fidelity of implementation and
continued instructional support for targeted students.
Support Staff




Provide Tier II instruction to small groups.
Monitor progress of students within Tiers II/III and analyze results as part of a
consideration of (a) continuation of intervention, (b) exit, or (c) movement to increasingly
intense levels of instruction.
Collaborate with general Education teacher to understand the Tier I instructional
program and provide instructional or supplemental activities that can be embedded to
provide additional support to targeted students.
Maintain an up-to-date contact log on targeted students
Administration
 Provided necessary space, technology to interventionists to implement interventions with
fidelity.
 Observe classroom instruction in Tiers I /II /III using specific classroom observation
documents, discuss observations with the staff member to maintain high quality
classroom instruction.
 Review two week data points, request documents and logs of progress monitoring.
 Provide Interim Reports for targeted students.
21
Glossary
Action Plan- The plan written to support student weaknesses in reading or math is an
Action Plan. This plan can be developed by the interventionist or by the Intervention
Team after review of multiple measures of assessment. It will be monitored within the
electronic management system of HCPS.
Data Point- A data point or check of a student’s mastery of necessary skills is taken
each two week period. This information is kept in the electronic management
system for purposes of monitoring progress.
Eligibility Team- This team is made up of an administrator or principal’s designee, a
counselor, a teacher, a school psychologist, a school social worker and the person
referring the student for consideration of Exceptional Education services. The team
reviews data to determine if the services are needed. Guidelines for these services are
prescribed by the U.S. Department of Education and the Virginia Department of
Education.
Interventionist- The person giving prescriptive interventions to students is the
interventionist. This person is responsible for creating an action plan to support student
weaknesses, providing prescriptive supports according to diagnostic testing, inputting
data regarding student progress and analyzing progress for the purpose of Tier
placement.
Intervention Coordinator- The Intervention Coordinator is the chairperson of the
Intervention Team. This person assists in the selection of students in need of services,
accepts additional referrals from teachers or parents, coordinates team meetings, works
with the team to implement the student action plan, and maintains accurate records of
Tier enrollment.
Intervention Team- This team is made is made up of an administrator, a counselor, a
skilled teacher and the referring teacher. The school psychologist and social worker are
recommended but not required to attend. This team reviews student records and
devises a plan for the student’s tier placement.
Progress monitoring Progress monitoring is an important part of Intervention support.
Each prescribed program has a system for review of student progress that will be
monitored for revision of the action plan, if necessary. Data points regarding individual
student progress should be taken and documented each two-week period. During each
4 ½ weeks or interim period, the student’s progress will be monitored by multiple staff
members to ensure adequate progress is be made.
RtI- Response to Intervention This term refers to interventions given to students who
need support in reading, math and or behavioral concerns in addition to regular
classroom instruction.
SEAS Computer Automation Systems, Inc. This is the electronic management
system that helps document and coordinate student progress data. SEAS AP
consults with HCPS regarding our RtI process.
Tier I This refers to high quality academic instruction in the regular classroom setting.
Students may receive additional support, differentiated instruction as well as periodic
tutoring for specific needs.
Tier II This is the next level of academic support given to students within the general
education program. The support is in addition to the instruction given in the regular
classroom setting. Students may be selected for this academic support by review of
multiple measures of academic progress and/or referral by the Intervention Team.
Students in Tier II should receive a minimum of 90 minutes of additional instruction per
week in small group instruction.
Tier III- Tier III is the highest level of academic support given within the general
education program. Students may be selected for this academic support after receiving
Tier II intervention support and not making adequate progress. The Intervention Team
reviews student data and revises an action plan for more intensive supports. Students
in Tier III should receive a minimum of 120 minutes of additional instruction per week in
smaller group instruction.
Universal Screeners These are tests that are routinely administered by elementary,
middle, and high schools for the purpose of data driven instruction. Review of universal
screeners is necessary prior to placement in Tier II.
Non- Negotiables
·
1. Intervention will not take place during “new” whole group
instruction.
·
2. Intervention time must match subject block/IE time.
oReading intervention can take place during the reading rotation time within the 90 minute
block.
oMath intervention can take place during the math rotation time within the 60 minute block.
oIntervention time (Tier II/III) does not replace small group teaching time with the student’s
classroom teacher.
·
3. Interventionists will not cover classes or be pulled as substitute teachers.
·
4. 90 minutes of intervention weekly=Tier II (in addition of Tier I class instruction).
·
5. 120 minutes of intervention weekly=Tier III (in addition of Tier I class instruction).
·
6. Teachers will maintain a parent contact log.
·
7. IT members-Administrator, Counselor, Skilled Teacher & Referring Teacher,
(Psychologist and Social Worker recommended to attend but not required).
·
8. Interventionists will have access to technology in order to maintain accurate progress
monitoring data.
·
Instructional Intervention Referral Process
·
A concern is registered
by a Parent or Other
Individual
·
School Based Coordinator
informs parent of the Sp.Ed.
and RtI programs. Parent then
chooses one of the following:
Parent requests review by
Eligibility Team for possible
evaluation
Eligibility Team convenes
within 10 business days
(includes holidays when
School Division offices are
open).
Eligibility Team
determines that there
is sufficient
information to suspect
a disability.
Prior Written Notice
completed.
Student referred for
evaluation (parent
consent obtained)
Student is evaluated and
found eligible for Sp.Ed.
or 504. IEP /504 plan is
completed (within 30
calendar days of eligibility
determination). PWN
completed.
Parent Elects to Proceed with RtI
process.
Intervention/School Based
Team meets. RtI Process is
followed at the appropriate
Tier. (refer to Rti process)
Student is unsuccessful with Tier
2 and 3 interventions. Referred to
Eligibility Team for evaluation.
Eligibility Team
determines that there is
sufficient information and
does not suspect a
disability.
Prior Written Notice
completed. Student may
be referred to Intervention
Team
Student is evaluated and
found ineligible for Sp.Ed or
504. PWN completed. Student
referred to Intervention Team.
Eligibility Team determines
that additional information
is needed and refers student
to Intervention team.
Prior Written Notice
completed.
Cut Scores-Use these scores to begin considering students for Tier II Interventions.
Elementary Reading
Grade 1 – Spring PALS Score (from kindergarten testing) < 81
Grade 2 - Spring PALS Score (from 1st grade testing) < 35
Grade 3 – Spring PALS Score (from 2nd grade testing – not all students were tested) < 54
Grade 4 – Spring MAPS Total RIT Score (from 3rd grade testing) < 188
Grade 5 - Spring MAPS Total RIT Score (from 4th grade testing) < 196
Grade 6 – Spring MAPS Total RIT Score (from 5th grade testing) < 200
Lynn Paarmann, Ph.D. �
Elementary Specialist, Language Arts
Henrico County Public Schools
Office: (804) 652-3768
Mobile (804) 310-9163
Email: [email protected]
HCPS Elementary Language Arts Blog
Elementary Math
Grade 1: ≤ 80 on KG screener
Grade 2: ≤ 67% on 1st Grade HAT
Grade 3: ≤ 70% on 2nd Grade HAT
Grade 4: 191 (Gr. 3 Spring RIT)
Grade 5: 201 (Gr. 4 Spring RIT)
Melinda Jenkins
Elementary Mathematics Specialist
Henrico County Public Schools
804.652.3746
Secondary English
5th grade-rising 6th grade -NWEA RIT- 200 or lower/ Reading SOL-400 or lower
6th grade-rising 7th grade-NWEA RIT -207 or lower/ Reading SOL-400 or lower
7th grade-rising 8th grade-NWEA RIT -212 or lower/ Reading SOL-400 or lower
8th grade-rising 9th grade-NWEA RIT - 216 or lower/ Reading SOL-400 or lower
Erica L. Basnight-Johnson
Secondary English Specialist
Henrico County Public Schools
http://blogs.henrico.k12.va.us/hcpsenglish-staff/
Secondary Math
5th grade-rising 6th grade – NWEA RIT score of 207 or lower
6th grade-rising 7th grade – NWEA RIT score of 210 or lower
7th grade-rising 8th grade – NWEA RIT score of 215 or lower
8th grade-rising 9th grade – NWEA RIT score of 220 or lower
Skip Tyler
Secondary Math Specialist
PRIME/Second Helping Intervention for Struggling Readers
Teacher’s Name: ________________________________________ Grade Level: _____
Meeting date:__________
PRIME/Second Helping Provider: __________________________ Scheduled Follow-up meeting:
(3-4 weeks from meeting date) ________
Student Name
PALS/other testing information
Specific Instructional Goals
Interventio
Schedule
Moving with Math Observer's Checklist
Warm-Up
o
Found the correct Daily Review for the lesson
o
Maintained a steady pace, not focusing on any one problem.
o
(Reviews should take 5 minutes or less.)
o
Corrected work by reading answers aloud.
o
Recorded results on the Daily Review record sheet.
o
Identified questions missed by more than half the students.
o
Focused on students' positive achievements.
o
Briefly reviewed correct procedures for problems missed.
Lessons
o
Told students the objective they will learn in the lesson.
o
Prepared vocabulary cards and read the vocabulary word three
o
times aloud. Defined the vocabulary word in context during the lesson.
o
Used manipulatives to explain the math objectives being taught.
o
Asked questions of students during the work with manipulatives.
o
Elicited the key math idea(s) from students.
o
Connected the hands-on lesson to the pictorial representation on
o
the student page.
o
Explained how to complete the student activity page.
Follow-Up
Journal Prompts
o
Journal prompt was clearly communicated to the students.
o
Exemplary written journal prompts were displayed and discussed.
Skill Builders
o
Found the correct Skill Builders page to match problems missed
o
on daily reviews.
Games
o
Demonstrated the game in front of the group before playing.
o
Followed the game by asking what key strategies students used to win the
game.
Carnegie Learning Look Fors
©2011 Carnegie Learning, Inc.
❖ In the Classroom, an observer should see…
Daily structure:
Warm-up (optional)
Launch problem scenario to check for student understanding
Students engaged in solving mathematical problems and communicating their understandings
Lesson closure and summary of primary mathematical objectives from the lesson
Students are:
Doing the mathematics
Working individually, in pairs, in small groups or participating in full class discussions
Practicing known routines for learning without teacher intervention
Communicating their mathematical understanding by
o Writing in their consumable books
o Explaining solutions to their peers
o Creating classroom displays
o Justifying answers to the class
o Asking relevant questions
Exploring new concepts and applying them to their everyday lives
Teacher(s) is/are:
Maintaining the pace of the lesson to achieve the objectives
Initiating and facilitating student discourse
Using effective questioning strategies to
o Access prior knowledge
o Clarify student thinking
o Assess student understanding of the mathematics
o Ensure individual accountability
o Connect multiple representations
Well-planned and prepared to
o Extend tasks
o Accommodate individual student differences
o Connect classroom work to lab work
o Summarize mathematical concepts of the lesson
The classroom will have:
Word walls
Student work displayed
Desks or tables arranged to provide teacher access to all students
Necessary materials readily available
❖ In the One-on-One Computer Classroom, an observer should see that…
Students are:
o Students do not touch another student’s mouse or keyboard
Teacher(s) is/are:
o Teacher does not use the student’s mouse or keyboard to do their work
o Proactively interacting with all students to ensure and deepen mathematical understandings
o Asking guiding questions to assist students after they have used the tools provided within the software
o Providing remediation for struggling students
o Directing peer to peer instruction as appropriate
The classroom will have:
tudent and class progress displayed
Teen Biz & Empower
Observation Look Fors
Teacher Name:_________________________
School:____________________________
Date:_________________________________
Time:_____________________________
Observer Name:________________________
Position:___________________________
Location in Lesson:
Beginning
Middle
End
All
Steps of Literacy Routine Observed (circle all that apply)
Email Reply
Read Article
MC Questions
Written Response
Poll Question
Instructional Grouping of Students (circle all that apply)
Whole Group
Small Group
Observable Indicators*
Instruction
Use of Data
Classroom Environment
*Those indicators marked with an asterisk will require the
observer to have a conversation with the teacher.
Classroom arrangement is aligned with
instructional goals and groups for the
day.
Achieve 3000 question posters are
posted in the classroom.
There are visual reminders of the FiveStep Literacy Routine.
There is a system in place for addressing
the instructional needs of students
without computers.*
The instructional grouping of students is
deliberate and data driven.*
Data is monitored on a regular basis –
per the RtI county-wide requirements.*
Data is used to drive instructional
decisions in the classroom.
The teacher clearly communicates the
directions and procedures for the use of
the program.
The steps of the Five-Step Literacy
Routine are implemented appropriately
and effectively.
There is a reward system in place and it
is consistently followed.
As students complete their assignments,
the teacher debriefs with them to discuss
their scores and answers to any written
questions.
Yes
No
Independent Computer Work
N/A
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