Student Level Planning
PROTOCOLS
LINE OF INQUIRY
QUESTIONS TO ASK
Lines of Inquiry
ELEMENTARY
Individual Proficiency Meetings (IPM)
Initial Meeting of the Year
Format A
Slide 1 of 4
Individual Proficiency Meetings (IPM)
Initial Meeting of the Year
Format A
Slide 2 of 4
Individual Proficiency Meetings (IPM)
Initial Meeting of the Year
Format A
Slide 3 of 4
--Continuation of table on previous slide--
Individual Proficiency Meetings (IPM)
Initial Meeting of the Year
Format A
Slide 4 of 4
\
Progress Monitoring Meetings for previous students
Round 2 and 3
Format B
Slide 1 of 4
Progress Monitoring Meetings for previous
students
Round 2 and 3
Format B
Slide 2 of 4
Progress Monitoring Meetings for previous students
Round 2 and 3
Format B
Slide 3 of 4
Continuation of table from previous page
Progress Monitoring Meetings for previous students
Round 2 and 3
Format B
Slide 4 of 4
Individual Proficiency Initial and Progress
Monitoring Meetings
Diagnostic Questions for DIBELS subtests
1 of 3
Individual Proficiency Initial and Progress
Monitoring Meetings
Diagnostic Questions for DIBELS subtests
2 of 3
Derry Township Individual Proficiency Initial
and Progress Monitoring Meetings
Diagnostic Questions for DIBELS subtests
3 of 3
Individual Proficiency Initial and Progress
Monitoring Meetings
Diagnostic Questions for DIBELS subtests (Set 2)
Slide 1 of 3
Individual Proficiency Initial and Progress Monitoring
Meetings
Diagnostic Questions for DIBELS subtests (Set 2)
Slide 2 of 3
Individual Proficiency Initial and Progress Monitoring
Meetings
Diagnostic Questions for DIBELS subtests (Set 2)
Slide 3 of 3
Lines of Inquiry
MIDDLE SCHOOL
Middle/High School Student Meetings
• Current Achievement Levels?
– Scores/Data
• Tier One Status?
• Interventions Tier 2/3 Response to Intervention?
• Actions Needed?
Tier 1: In preparation for the upcoming
IPMs, we will want to have discussion
about individual students’ challenges
with reading that you observe as you
work with them in the regular
classroom. Please be prepared to
discuss any of the following aspects
of the reading process as you observe
the student’s performance in your
class.
Fluency
• What have you observed in this student with
regards to the student’s:
– Appropriate phrasing, expression, and pace in
reading? Does the student’s reading sound
smooth? Is it easy to listen to?
– Accuracy in reading (i.e. does the student skip
or insert words/phrases; misread words)–
therefore causing interference in meaning?
Vocabulary
• What have you observed in the student
with regard to his/her:
• Understanding of the meaning/context of
specific vocabulary? (could be
vocabulary in directions or in the actual
content area)
• Accurate use of words in speaking/writing
or accurate understanding of words?
• Ability to connect meanings of related
words? (ex. understand that
“Commutative” is related to the word
“commute” & how it is related)
• Background knowledge – does the lack of
understanding interfere with ability to
understand things read?
Comprehension
• What have you observed in the
student with regard to his/her:
• Ability to get “the gist” of what he/she
reads independently? (i.e. can he/she
summarize, restate, find the main idea,
take notes on critical information) or
from class discussions and lectures?
• Ability to make connections to other
information/understandings and make
inferences?
Follow-up
• After the IPMs, we will follow-up by
team discussing and identify
strategies that will allow those
students who are struggling to be
more successful in your class AND
to make progress in reading.
Tier 1: IPMs Student Reporting Sheet
Student:
• No concerns – Let’s monitor
• Things specifically being done in class that are helpful to this
struggling learner:
• Small group instruction one to one instruction paired assistance
• Hands on work read directions aloud read tests/quizzes aloud
• Oral assessments opportunity for test retakes graphic
organizers/study guides
• Anticipatory guides opportunities for review modified
assignments/tests
Lines of Inquiry
HIGH SCHOOL
High School
Universal Screening Process & Entrance Criteria
DRAFT FROM PA HIGH SCHOOL
INDIVIDUAL STUDENT LEVEL
DATA TEAM MEETINGS
2011-2012
IPM'S (INTERVENTION PLANNING
MEETINGS)
Protocol:
• Each student is discussed individually by the team
three times during the school year at regularly
scheduled student data review meetings, called
Intervention Planning Meetings. Data is entered the
district’s data warehouse prior to meeting to the degree
possible.
• Each student receiving Tiers 2 and/or Tier 3 support
has a proficiency plan documented in the district’s data
warehouse. During the meeting, the student's
proficiency plan is displayed visually. One team
member records any new assessment data during the
meeting and also documents changes in intervention
and new goals for next benchmarking period.
Protocol:
The overall question is: Is this student responding to the
instruction and intervention being provided and what is
the evidence of that? If yes, goals are set to continue with
the intervention. If no, a change in the intervention is
warranted. Further diagnostic work may be warranted to
diagnose specific needs and move forward.
Line of Inquiry - Reading:
• STUDENT ACADEMIC PERFORMANCE: What does
this student's current and historical data tell us? (refer
to Student’s Proficiency Plan and Performance
Tracker)
–
–
–
–
–
–
–
–
PVAAS Projection to proficiency on 11th grade PSSA?
Most recent PSSA score?
Most recent 4Sight? Pattern of 4Sight?
Most recent reading assessment scores (AIMSweb,
MAZE, TOWRE, TOSCRF)
Specific areas of skill deficiencies? (CDT, PSSA
reporting categories (EMetric), etc.);
Specific areas of strength? (CDT, PSSA reporting
categories EMetric), etc.;
Keystone Exams: Composition? Literature?
Other?
Line of Inquiry - Reading:
• IEP: Does the student have an IEP? If
so, are the IEP goals/objectives
aligned to Reading, Writing, Speaking
and Listening Standards and matched
to intervention? How does the
student's transition plan align?
• ATTENDANCE: Are there significant
attendance issues? If so, what has
been done to address this to date?
Line of Inquiry - Reading:
• BEHAVIOR: Are there any significant
behavior/discipline issues? If so, what has
been done to address this to date?
• CLASSROOM PERFORMANCE: Is the
student failing any classes? If so, which?
Why?
• CLASSROOM PERFORMANCE: Is there
evidence that the student's skills in his/her
general education English/Social
Studies/Science classes are improving as a
result of the intervention support? If so,
specify.
Line of Inquiry - Reading:
• INTERVENTION: What is the current intervention
focus? Is the student responding to the
intervention? What is the evidence of that? Is the
student receiving Tier 2 or Tier 3 support?
• INTERVENTION: How is the student progressing
as a result of the intervention support? (evidence:
Literacy Navigator assessments; other literacy
assessments In which English class/level is the
student enrolled? What is the student’s current
grade in English class?
Line of Inquiry - Reading:
• INTERVENTION: Should the current
intervention be continued, modified or
changed?
• ACTION NEEDED: What action steps need
to be taken to move this student to
proficiency?
• ACTION NEEDED: What needs to be
communicated to this student's teachers,
parents, and student himself/herself?
• ACTION NEEDED: Other?
Line of Inquiry - Math:
• STUDENT ACADEMIC PERFORMANCE: What does
this student's current and historical data tell us? (refer to
Ss Proficiency Plan and Performance Tracker)
–
–
–
–
PVAAS Projection to proficiency on 11th grade PSSA?
Most recent PSSA score?
Most recent 4Sight? Pattern of 4Sight?
Specific areas of skill deficiencies? (CDT, PSSA reporting
categories (EMetric), etc.);
– Specific areas of strength? (CDT, PSSA reporting
categories EMetric), etc.;
– Keystone?
– Other?
Line of Inquiry - Math:
• IEP: Does the student have an IEP? If so,
are the IEP goals/objectives aligned to
Math Standards and matched to
intervention? How does the student's
transition plan align?
• ATTENDANCE: Are there significant
attendance issues? If so, what has been
done to address this to date?
• BEHAVIOR: Are there any significant
behavior/discipline issues? If so, what has
been done to address this to date?
Line of Inquiry - Math:
• CLASSROOM PERFORMANCE: Is the student
failing any classes? If so, which? Why?
• CLASSROOM PERFORMANCE: In which Math
class/level is the student enrolled? What is the
student’s current grade in Math class?
• INTERVENTION: What is the current intervention
focus? Is the student responding to the
intervention? What is the evidence of that?
Line of Inquiry - Math:
• INTERVENTION: How is the student progressing
as a result of the intervention support??
(evidence: Math Navigator assessments; other
intervention class assessments)
• INTERVENTION: Is there evidence that the
student's skills in his/her general education Math
class are improving as a result of the intervention
support? If so, specify.
• INTERVENTION: Should the current intervention
be continued, modified or changed?
Line of Inquiry - Math:
• ACTION NEEDED: What action steps
need to be taken to move this student to
proficiency?
• ACTION NEEDED: What needs to be
communicated to this student's teachers,
parents and student himself/herself?
• ACTION NEEDED: Other?