Snake River School District

(based on Buhl document)

MULTI-TIERED SYSTEM OF SUPPORTS (MTSS)

Multi-tiered system of support (MTSS) is a multi-tiered approach to the early identification and support of students with learning and behavior needs. The MTSS process begins with high-quality instruction and universal screening of all students in the general education classroom.


Tiered Instruction throughout the Snake River School District

What does instruction look like at:
Tier 1: Tier 1 instruction is delivered to all students in the classroom with differentiation and accommodations  as needed.  The delivery of instruction at tier one is focused on Idaho standards at each grade level and subject areas using best practices and strategies effective for large and small group instruction.

Tier 2: Tier 2 instruction focuses on academic or behavioral skill deficiencies that pose a barrier to student learning. Instruction typically consists of additional skill focus and practice of Idaho standards, grade level, and subject area curriculum.  Additional instruction may be provided by the general education teacher, paraprofessional, or Title services including EL and migrant.  Student-centered data such as benchmark tests and progress monitoring are used to track student's progress.

Elementary: Groups of 5-8 students, at least 30 minutes, 3-4 days a week, for 8-15 weeks.

Secondary: Groups of 3-8 students, 40-50 minutes, 3-4 days a week, for grading time frame.

Tier 3: Tier 3 consists of more intensive instruction that focuses on skill deficits posing the greatest barrier to student learning.  Tier 3 cannot supplant students’ access to core instruction or substitute for a core lesson in the general education classroom. All students receive the core curriculum. Additional instruction may include modified or alternative curriculum, modified lessons and assessments, as well as Title pull-out services such as EL and migrant.  Groups of 1-3 students, 45-120 minutes, 4 days a week for 20+ weeks. Instruction is typically done by a specialist.

How do we differentiate at:
Tier 1: Tier 1 differentiation may consist of additional time on Idaho standards in the classroom with small group or one-on-one pull-back, extended work time, peer teaching, additional help by a paraprofessional, additional support from parent volunteers, and layered curriculum that includes multiple learning styles.

Tier 2: Tier 2 differentiation consists of on academic level instruction (vs. grade-level) to fill in skill deficits.  Tier 2 differentiation may include a supplemental intervention programs such as: Khan Guided instruction and Imagine Learning.   Refer to pages 14-15, for a complete list of resources available.)  Instruction at Tier 2 should be provided by the most qualified instructor. Tier 2 at the elementary level and secondary level: Ensure at least 6-8 opportunities to respond in a minute. Use re-teaching and review of the core, utilize, “I do, we do, you do together, you do alone.” Ensure the group is at least 80% successful on new material.


Tier 3: Tier 3 is the most intensive instruction a building can provide.  All students receive the core curriculum. Tier 3 often includes parallel curriculum, alternative curriculum, or replacement curriculum.  Instruction at tier 3 is given at academic level by the most qualified instructor. Ensure 8-12 opportunities to respond in a minute. Ensure students are 80% successful on new material and 90% successful in review material. Uses a more strategically structured remediation intervention program. The focus is on individual needs. Utilize, “I do, we do, you do together, you do alone” and provide more intensive guided practice during “we do.”


What does assessment look like at:
Tier 1: Assessments at tier 1 are for all students. They consist of universal screeners given three times a year (fall, winter, spring), standards based assessments, formative, and summative assessments.  Assessments may occur daily, weekly, or quarterly and are used to monitor the progress of all students and evaluate the effectiveness of tier 1 core instruction and supports.

Tier 2: Assessments at tier 2 are more individualized to specific students and skill deficiencies based on informal diagnostic testing. Tier 2 includes progress monitoring on academic level bi-weekly to monthly to assess student growth.

Tier 3: Assessments at Tier 3 are based on further informal diagnostic testing to determine skill deficiencies.  Progress monitoring on academic level is performed relative to tier 2 monitoring, bi-weekly to weekly to assess growth in deficit areas. Monitoring is more intensive.

PROBLEM SOLVING PROCESShttp://www.florida-rti.org/reveal/glossary/1.jpg

Step 1: Define the problem or goal by determining the difference between what is expected and what is occurring. Ask, “What specifically do we want students to know and be able to do when compared to what they do know and are able to do?” When engaged in problem solving at the individual student level, the team should strive for accuracy by asking, “What exactly is the problem?”

Step 2: Analyze the problem using data to determine why the issue is occurring. Generate hypotheses (reasons why students are not meeting performance goals) founded in evidence-based content area knowledge, alterable variables, and instructionally relevant domains. Gather assessment data to determine valid/non-valid hypotheses. Link validated hypotheses to instruction/intervention so that hypotheses will lead to evidence-based instructional decisions. Ask, “Why is/are the desired goal(s) not occurring? What are the barriers to the student(s) doing and knowing what is expected?” Design or select instruction to directly address those barriers.

Step 3: Develop and implement a plan driven by the results of the team’s problem analysis by establishing a performance goal for the group of students or the individual student and developing an intervention plan to achieve the goal. Then delineate how the student’s or group of students’ progress will be monitored and implementation integrity will be supported. Ask, “What are we going to do?”

Step 4: Measure response to instruction/interventions by using data gathered from progress monitoring at agreed upon intervals to evaluate the effectiveness of the intervention plan based on the student’s or group of students’ response to the intervention. Progress-monitoring data should directly reflect the targeted skill(s). Ask, “Is it working? If not, how will the instruction/intervention plan be adjusted to better support the student’s or group of students’ progress?” Team discussion centers on how to maintain or better enable learning for the student(s).

Snake River School District Definition of “at-risk”:

The following criteria will be used to identify a student as ‘at-risk”:

  1. Benchmark indicators (Universal Math and Reading Screeners e.g. AIMS web, STAR Assessments) at 25th percentile or below
  2. Retention –student has been retained in current grade level for one year
  3. Special Education—students placed on IEP
  4. English Learners—students not at level 4 or 5 on IELA/WIDA
  5. 504 Plan
  6. Standardized assessments (ISAT Level 1 or 2)
  7. Discrepancy between achievement and performance
  8. Behavior
  9. Other (teacher professional judgement/recommendation/MTSS Team recommendation)

1.    Attendance

            2.   Office Discipline Referrals: 3 or more including detention/suspensions

            3.   Grades i.e. 2 D’s and/or 2 F’s or missing assignments

            4.   Students on contract (secondary)

            5.   Grades in the classroom i.e. missing assignments

            6.   Adjudicated

            7.   Pregnant or Teen Parents
           8.  
Drug/Alcohol Abuse

Socio-economic factors:


THE FOLLOWING IS A TEXTUAL EXPLANATION OF THE SNAKE RIVER  SCHOOL DISTRICT STUDENT SUCCESS MODEL BASED ON THE NATIONAL RESPONSE TO INTERVENTION (MTSS) MODEL.

Step 1:  Which students need an MTSS team?         

Follow steps for Data collection

  1. Universal screeners
  1. Universal screeners (STAR K-11, IRI, My Math Screener) are given 3 times a year and are the base line for academic proficiency
  1. Diagnostic testing
  1. Diagnostic tests are used for students that fall into Tier 2 or 3 to further Identify skill deficits. (for example: AimsWeb, CBM, San Diego Quick, Core Phonics Inventory, Kindergarten Screeners, Common Assessments and data from Core, Language Screener, Math Screener)
  2. Behavior checklist (to be developed or found)
  1. Core Instruction
  1. Data from core instruction program
  2. Snake River At Risk Screener form
  1. Tier 1 Interventions
  1. Tier 1 interventions such as: small groups in the classroom, re-teaching a specific skill, pairing with a peer to practice.
  2. Academic  using assessment data to target skill deficits
  3. Behavior (how do we define behavior interventions)
  1. Progress monitoring
  1. Progress monitor students at their skill level and periodically at their grade level.
  2. Chart progress in Mileposts
  1. Team meeting 
  1. Consult grade level team for further ideas on other interventions.
  2. Discuss successful interventions with grade level teams.
  3. Implement new interventions and keep data
  1. Collect 4-6 weeks of weekly progress monitoring data 
  1. Intervention is named, time and duration defined
  2. Intervention implemented
  3. Progress monitors
  4. Data entered into Mileposts (plan, who is doing it, and results)
  1. Decision point:  (Review monthly -- review 4 data points,
  1. Is the intervention working? If so continue. (compare to goal)
  2. If the intervention is not working, change the intervention, (i.e. additional time, or different skills addressed. (4 points below the goal line)
  3. Has the student met the goal? Discontinue the intervention. (4 points above the goal line.)
  4. Enter results and decisions in Mileposts.

Step 2:  What happens at the MTSS Team Meeting #1? (see google doc “start here”

Step 3:  What happens at the MTSS Team Meeting # 2? (2nd meeting on the same student)

Step 4:  What happens at meetings # 3 and # 4? (if necessary)

Step 5:  What happens at the end of MTSS meeting # 5?

All students in MTSS process need transition meetings.


Snake River School District

Resources 2015-2016

Resource

Grade Level Range

Description

Housed at:

ELA

Read Naturally

Levels: 0.8-6.0

Read Naturally programs develop fluency, support vocabulary development, and promote comprehension using the research-based strategies of teacher modeling, repeated reading, and progress monitoring.

Riverside, SRMS

Language!

Level A-D

2-6 and 9-12

LANGUAGE! integrates reading, writing, spelling, vocabulary, grammar, foundational skills, and spoken English. The entire curriculum weaves all of the necessary strands of literacy into six instructional steps of a daily lesson.

Riverside, Rockford, SRMS

STAR Instructional Resources

K-12

Online

Hosted81.renlearn

.com/249881

Imagine Learning

K-2 all students

3-5 EL students

Online

My.imaginelearning

.com

Gooru (built into Mileposts)

online

IXL

Language Arts

2-6

Online

https://www.ixl.com/signin/snakeriver

SIPPS

K-1

SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words) offers a systemic approach to decoding to support students from grades K–12 gain reading fluency and comprehension.

Moreland

Corrective Reading

Level C

Appropriate for grades 4-12

Program works on decoding skills and comprehension

Snake River Middle School and SRJH

Study Island

Computer based language Intervention

Snake River Middle School

Reading Lab (SRA)

Reading Comprehension Program

Snake River Middle School

Step up to Writing

Writing instruction

SRJH

Math

Engage NY

K-8

Math Curriculum grades K-8.  Curriculum for other grades/subjects available.  

Online

www.engageyny.org

Saxon Math

K-4 (PES)

Levels: 54, 65, 76 (BMS)

The Saxon Math curriculum has an incremental structure that distributes content throughout the year. This integrated and connected approach provides deep, long-term mastery of the content and skills. Adapted math program for special education

Snake River Middle School

Khan Academy

3-12

Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom

Snake River Middle School

Study Island

K-12

Study Island is a web based program designed as a supplemental educational tool for math intervention

Snake River Middle School

Connecting Math Concepts

Levels A-F

K-12

Connecting Math Concepts introduces ideas gradually and teaches students the connections between concepts. Focusing on the big ideas of mathematics, Connecting Math Concepts teaches explicit strategies that enable students to master difficult ideas such as ratios, proportions, probability, functions, and data analysis. Detailed explanations and guided practice move students toward independent work, ensuring that students gain success and confidence as mathematical thinkers.

Snake River Middle School

SPED. but can be used for all grade levels.  

Bridges (ELA)

6-8

Snake River Middle School

Accelerated Math

2-12


Snake River School District Student Interview

(This form is to be completed by interviewer while talking to student.)

Student: ________________________________  Date_________   Interviewer________________________________________

1.  What do you think you are good at or “smart at” in school (not talking about IQ here)?

6.  Do you like to do “math/arithmetic” (what is hard or easy, or what do you dislike about math)?

2.  What do you think is hard for you, or frustrating to do/learn in school?

7.  Is there a subject/topic you know a lot about (interested in, want to know more)?

3.  When there is something to learn that is difficult for you, what things help you to learn it better or help get it done?

8.  Is “homework” fun, boring, bad, stupid, exciting (study habits, place to study, rules about)?

4.  Do you like to “read” (ask also what you like to read, where you like to read)?

9.  Who in your class would you like most to work with (not just a friend, but who could help you)?

5.  Do you like to “write” (what do you like to write about)?

10.  Is there anything else about school that would help us help you (did we miss anything)?

Snake River School District

Parent Interview

(This form to be completed by the parent.)

1.  What do you see as your son/daughter’s strongest study or learning skills?

2.  What skills would you like to see your son/daughter improve or learn over the next year?

3.  What goals would you like your son/daughter to pursue?

4.  Is there an area, either academic or behavioral/social, that concerns you?

5.  Is there an area that has been overlooked or something else you would like to say about your son/daughter’s learning needs?

6.  If/When/Should we have a meeting to discuss interventions or extra assistance for your son/daughter at school?  What would be some questions, concerns or answers you would like to share or know from the team?

7.  We at school believe that you are a vital “team member”.  Are there some things you would like to try at home or with the school to help your child be more successful?

8.  Summary of Parent Interview

(This summary to be completed by referring teacher.)


SNAKE RIVER SCHOOL DISTRICT NO. 52

        103 S 900 W Blackfoot, ID       

 208684-3001 or 208 684-3003  fax

Student Name :

DOB:                                                 School

Teacher ;

Grade ;

Dear Parent or Guardian,

In an effort to maximize individual student success, our school has a Multi-Tiered Systems of Support (MTSS) Team. This team is comprised of administrators, teachers, and other school personnel who are involved with your child’s learning.

The goal of the MTSS team is to support individual student success by:

* Identifying the learning needs of your child who is struggling with his/her academics or behavior and who may be at-risk of school failure.

* Provide students with the academic, behavioral, and social support needed to succeed in school by implementing various strategies and interventions within the classroom.

It is believed that this process will be helpful for your child. The MTSS Team will collect data relevant to your child’s learning and monitor his/her progress.  As this data is gathered, the MTSS Team will meet to discuss appropriate strategies (be it enrichment or remediation) to help your child be successful in the classroom. We consider you, the parent, to be a key member of the MTSS team.  Your input is important and we encourage you to participate, as much as possible, in this process. You will be notified of any upcoming meetings the MTSS Team will have about your child.  

The area(s) of concern: ___ Reading, ___ Math, ___ Writing, ___ Behavior, ___ Attendance

If you have any questions regarding the MTSS Team process, please contact me.

Thank you for your support,

MTSS Lead

Phone Number of school

                                                                       

Snake River School District

MTSS TEAM REVIEW

English Language Learner:  Is English the primary language spoken in the home of this student?  If no, complete this section.

1.        How long has the student spoken English?

2.        Is there a language other than English spoken by the student?

3.        What ELL services or assistance has been provided for this student?

4.        Do the results of evaluation by the ELL staff indicate lack of expected progress in the English language for the student’s chronological age level?  In not, explain.

5.        What is the student’s current proficiency level in English?  (Keep in mind that conversational language skills are not the same as the ability to think and reason in a language.  While the student may be able to speak with peers or adults and to understand basic instructions or rules, the effects of ELL may still affect the student’s ability to think and reason academically.)

District Testing Calendars


Snake River SCHOOL DISTRICT: CALENDAR OF DISTRICT ASSESSMENTS by grade level

 (2016-2017)  Updated 9/15/2016        

GRADE

AUG/SEPT.

OCT.

NOV.

DEC.

JAN.

FEB.

MARCH

APRIL

MAY/JUNE

K

IRI

Letter names

Letter sounds

Oral counting

IRI

Letter names

Letter sounds

Oral counting

IRI

Letter names

Letter sounds

Oral counting

1

IRI

Spelling Inventory

M-Comp

Guided Reading

IRI

Spelling Inventory

M-Comp

Guided Reading

IRI

Spelling Inventory

M-Comp

Guided Reading

2

IRI

Maze

Spelling Inventory

M-Comp

Guided Reading

Star Reading

Star Math

IRI

Maze

Spelling Inventory

M-Comp

Guided Reading

Star Reading

Star Math

IRI

Maze

Spelling Inventory

M-Comp

Guided Reading

Star Reading

Star Math

3

IRI

Maze

Spelling Inventory

M-Comp

Guided Reading

Star Reading

Star Math

IRI

Maze

Spelling Inventory

M-Comp

Guided Reading

Star Reading

Star Math

IRI

ISAT

(SBAC)

Maze

Spelling Inventory

M-Comp

Guided Reading

Star Reading

Star Math

4

Maze

Spelling Inventory

M-Comp

Star Reading

Star Math

EOQ assessments

EOQ assessments

Maze

Spelling Inventory

M-Comp

Star Reading

Star Math

EOQ assessments

ISAT

(SBAC)

Maze

Spelling Inventory

M-Comp

Star Reading

Star Math 

EOC assessments

5

Maze

Spelling Inventory

M-Comp

Star Reading

Star Math 

EOQ

assessments

EOQ assessments

Maze

Spelling Inventory

M-Comp

Star Reading

Star Math

EOQ assessments

ISAT

(SBAC)

Maze

Spelling Inventory

M-Comp

Guided Reading

Star Reading

Star Math 

EOC assessments

Grade

AUG/SEPT

OCTOBER

NOV

DEC.

JANUARY

FEB

MARCH

APRIL

MAY/JUNE

6

Star Testing: Reading & Math

Map Testing

AIMsweb:

M-Cap

M-Comp

Maze

EOQ assessments

Star Testing: Reading & Math

Map Testing

AIMsweb:

M-Cap

M-Comp

Maze

EOQ

assessments

ISAT

(SBAC)

Star Testing: Reading & Math

Map Testing

AIMsweb:

M-Cap

M-Comp

Maze

EOC assessments

7

Star Testing: Reading & Math

Map Testing

AIMsweb:

M-Cap

M-Comp

Maze

EOQ assessments

Star Testing: Reading & Math

Map Testing

AIMsweb:

M-Cap

M-Comp

Maze

EOQ assessments

ISAT

(SBAC)

Star Testing: Reading & Math

Map Testing

AIMsweb:

M-Cap

M-Comp

Maze

EOC assessments

8

Star Testing: Reading & Math

Map Testing

AIMsweb:

M-Cap

M-Comp

Maze

EOQ assessments

Star Testing: Reading & Math

Map Testing

AIMsweb:

M-Cap

M-Comp

Maze

EOQ assessments

ISAT

(SBAC)

Star Testing: Reading & Math

Map Testing

AIMsweb:

M-Cap

M-Comp

Maze

EOC assessments

Grade

AUG/SEPT

OCT

NOV

DEC

JANUARY

FEB

MARCH

APRIL

MAY/JUNE

9

Star Testing: Reading & Math

Map Testing

Star Testing: Reading & Math

Map Testing

EOC assessments

Star Testing: Reading & Math

ISAT

(SBAC)

 (yearly change)

Map Testing

EOC assessments

10

Star Testing:

Reading & Math

Map Testing

PSAT

Star Testing: Reading & Math

Map Testing

EOC assessments

Star Testing: Reading & Math

ISAT

(SBAC)

Map Testing

EOC assessments

11

ASVAB

EOC assessments

ISAT (Re-takes)

SAT

EOC assessments

12

ISAT (Re-takes)

EOC assessments

ISAT (Re-takes)

EOC assessments

EOQ: End of Quarter

EOC:  End of Course

Snake River SCHOOL DISTRICT: CALENDAR OF DISTRICT ASSESSMENTS

(Updated 12/5/2014)

CALENDAR OF ASSESSMENTS

GRADE LEVEL

ASSESSMENT

PERSON RESPONSIBLE

PROTOCOL INFORMATION

AUGUST – SEPTEMBER

K-12

IELA Placement Exam

Building ELL Coordinator

Assessment must be given to all students so identified on their Home Language Survey within 30 days of enrollment as new students to the District.

AUGUST – SEPTEMBER

SCREEN: Sept., Jan., and May.

AIMSWEB READING 2-12

AIMSWEB MATH 2-12

AIMSWEB READING  TEST:  DISTRICT ASSESSMENT AS MTSS

SCREENER

AIMSWEB MATH TEST:  DISTRICT ASSESSMENT AS MTSS SCREENER

Building Principal and Teachers.   

Building Principals and Teachers will give MTSS screener.  The data will be listed as a District Assessment in the Milepost Software.

SEPTEMBER



K-3

FALL IRI

STATE ASSESSMENT and MTSSSCREENER

Building Principal and Teachers   

Building test coordinators will give, and record the IRI with data stored in Mileposts as appropriate for MTSS process.  Data analyzed by staff looking at the longitudinal percent of students per grade at a three with the goal of those levels rising continuously.  This will be data reviewed at the classroom. Building and District Levels.  

SEPTEMBER

SCREEN:  Sept., Jan, and May

2-12

STAR READING

STAR MATH

Building Principal and Teachers

Building Principals and Teachers will give both assessments three times per year as the MTSS screener.  The data will be listed as a District Assessment in the Milepost Software.  

SEPTEMBER

SCREEN:  Sept., Jan, and May

5-12

MAP TEST (KHAN)

Building Principals and Teachers

Building Principals and Teachers will give the MAP assessment three times per year as the MTSS screener.  The data is used to differentiate instruction.  The data will be available in Milepost.

OCTOBER

10-11

PSAT

Building Principal and Counselor   

Building Counselor will give the PSAT as part of a pre-college assessment practice. The Building Counselor will go over the results with the students individually.  The data can be found in the student’s cumulative files.

OCTOBER

4-12

END OF COURSE/QUARTER DISTRICT ASSESSMENTS

Building Principals and Teachers.  Core subjects will have objective based (Criterion-Referenced) assessments (with performance components) and Non-Core will develop Rubric Based (turned into building administration) performance or project based assessments.

Building Principals will require objective based reports (district format) on all assessments given as an end of course/quarter assessment.  Improvement planning will use this data for decision making plans.  Buildings will use these exams as a check on curriculum implementation by teachers and student content mastery.

OCTOBER

Note: Dec., Feb.

10-12

ACT

Snake River High School Counselors

Counselors arrange for student who want to take the ACT to do so.  Is usually held on a Saturday Morning and Snake River has been a regional test site.  Students pay for the assessment thus not required of all students at this time.

NOVEMBER-DECEMBER

11-12

ISAT 11-12:  STATE ASSESSMENT

READING

MATH

LANGUAGE ARTS

Re-takes

District Testing Coordinator and Building Testing Coordinator

DRC/State Department of Education Format.  I SAT for those students who were not proficient in their 10th grade years.  By policy these student will continue to test through their senior years.  Following the fall test of their senior year if they are still not proficient on any part of the ISAT they may begin the alternative assessment plan using PLATO software.

DECEMBER

11

ASVAB

DISTRICT APPROVED EXTERNAL ASSESSMENT

Snake River High School Counselors:  ASVAB REPORTING FORMAT

  1. Reports will be delivered by the military to the teachers of the 11th grade required course Individual Occupational Training (IOT).  The information, in addition to other tools are used to help students develop 4 x 2 plans and become aware of personal employability strengths and weaknesses.
  2. Summary data will be used in professional technical courses.       

ASVAB Reporting Format.

DECEMBER

SCREEN: Sept., Jan., and May.

AIMSWEB READING 3-8

AIMSWEB MATH 3-8

AIMSWEB READING TEST:  DISTRICT ASSESSMENT AS MTSS SCREENER

AIMSWEB MATH TEST:  DISTRICT ASSESSMENT AS MTSS SCREENER

Building Principal and Teachers.   

Building Principals and Teachers will give both assessments three times per year as the MTSS screener.  The data will be listed as a District Assessment in the Milepost Software.

JANUARY



K-3

WINTER IRI

STATE ASSESSMENT and MTSS SCREENER

Building Principal and Teachers.   

Building test Coordinators will give, and record the IRI with data stored in Mileposts as appropriate for MTSS process.  Data analyzed by staff looking at the longitudinal percent of students per grade at a three with the goal of those levels rising continuously.  This will be data reviewed at the classroom. Building and District Levels.  

JANUARY

SCREEN:  Sept., Jan., and May

2-12

STAR READING

STAR MATH

Building Principal and Teachers

Building Principals and Teachers will give both assessments three times per year as the MTSS screener.  The data will be available in the Renaissance Software and will be listed as a District Assessment in the Milepost Software.  

JANUARY

SCREEN:  Sept., Jan., and May

5-12

MAP TEST (KHAN)

Building Principal and Teachers

Building Principals and Teachers will give the MAP assessment three times per year as the MTSS screener.  The data is used to differentiate instruction.  The data will be available in Milepost.

JANUARY

4-12

END OF COURSE/QUARTER DISTRICT ASSESSMENTS

Building Principals and Teachers.  Core subjects will have objective based (Criterion-Referenced) assessments (with performance components) and Non-Core will develop Rubric Based (turned into building administration) performance or project based assessments.

Building Principals will require objective based reports (district format) on all assessments given as an end of course/quarter assessment.  Improvement planning will use this data for decision making plans.  Buildings will use these exams as a check on curriculum implementation by teachers and student content mastery.  

FEBRUARY - APRIL

K-12

IELA Annual Assessment

(Ell Students Only)

District Testing Coordinator, Building Test Coordinators, Director of Federal Programs and Building ELL Coordinator.

Data determines the “English Proficiency” gained by students in the educational system if they were qualified as second language learners.  IELA combined with the ISAT determine ELL AYP for the schools and district.

MARCH

4-12

END OF COURSE/QUARTER DISTRICT ASSESSMENTS

Building Principals and Teachers.  Core subjects will have objective based (Criterion-Referenced) assessments (with performance components) and Non-Core will develop Rubric Based (turned into building administration) performance or project based assessments.

Building Principals will require objective based reports (district format) on all assessments given as an end of course/quarter assessment.  Improvement planning will use this data for decision making plans.  Buildings will use these exams as a check on curriculum implementation by teachers and student content mastery.  

MARCH-APRIL

11

COMPASS (11th Graders)

DISTRICT APPROVED HIGHER EDUCATION PLACEMENT ASSESSMENT

COMPASS (IN COOPERATION WITH THE COLLEGE OF SOUTHERN IDAHO)  COMPASS REPORTING FORMAT

  1. Assessment will be given in cooperation with the College of Southern Idaho.  This is an on-line assessment and reports will be delivered in the format established by the College of Southern Idaho.  
  2. The assessment will be given in the Individual Occupational Training required course (IOT).  Student will receive their individual reports, which emphasize math, reading and language, with counseling that shows them their preparation for post-secondary studies.  This information, along with 4 x 2 planning should assist the students in planning their senior year in High School, and be an indicator of their post-secondary preparation levels.  

*Some 10th Graders wishing to take math dual credit from CSI may have to take the COMPASS for placement.

11th Grade COMPASS Data will be analyzed at Snake River High School by staff, counselors and administration, with emphasis on use in the 11th AND 12TH grades as a General Outcome Measure (GOM).  Other data from those students taking the ACT will also be analyzed.  This combined data will be used to help make decisions on the strengths and weaknesses of programs and articulation between high school and college entry levels.  Entry Course levels is a critical connection that must be made for those students planning for post-secondary education or training.  This individual data can also be used to help students make “strengthening” decisions for themselves in advisement on the areas they need to strengthen if they plan for post-secondary studies.  

APRIL

11

SAT (State Paid Assessment)

District Testing Coordinator Snake River High School Building Testing Coordinators

SRHS Building Test Coordinator and Counselors arrange for 11th grade student to register and take the SAT.  SAT will be given at BHS.  Spring 2012 is first year that State of Idaho has chosen to use this assessment for a College Preparation Assessment.  

APRIL – MAY

3-10

ISAT 3-10:  STATE ASSESSMENT

READING*

MATH*

LANGUAGE ARTS* 

SCIENCE*

District Testing Coordinator and Building Testing Coordinator

DRC/State Department of Education Format.  Spring ISAT results determine AYP for the Buildings and the District.

MAY



K-3

Spring IRI

STATE ASSESSMENT and MTSSSCREENER

Building Principal and Teachers.   

Building test coordinators will give, and record the IRI with data stored in Mileposts as appropriate for RTI process.  Data analyzed by staff looking at the longitudinal percent of students per grade at a three with the goal of those levels rising continuously.  This will be data reviewed at the classroom. Building and District Levels.  

MAY

SCREEN: Sept., Jan., and May

2-12

STAR READING

STAR MATH

Building Principal and Teachers.   

Building Principals and Teachers will give both assessments three times per year as the MTSS screener.  The data will be available in the Renaissance Software and will be listed as a District Assessment in the Milepost Software.  

MAY

SCREEN: Sept., Jan., and May

5-12

MAP TEST (KHAN)

Building Principal and Teachers.   

Building Principals and Teachers will give the MAP assessment three times per year as the MTSS screener.  The data is used to differentiate instruction.  The data will be available in Milepost.

MAY

SCREEN: Sept., Jan., and May.

AIMSWEB READING 3-8

AIMSWEB MATH 3-8

AIMSWEB READING TEST:  DISTRICT ASSESSMENT AS RTI SCREENER

AIMSWEB MATH TEST:  DISTRICT ASSESSMENT AS RTI SCREENER

Building Principal and Teachers.   

Building Principals and Teachers will give both assessments three times per year as the RTI screener.  The final screener in May will also function as a final The data listed as a District Assessment in the Milepost Software and as an End-of-Year Benchmark.

MAY

4-12

END OF COURSE/QUARTER DISTRICT ASSESSMENTS

Building Principals and Teachers.  Core subjects will have objective based (Criterion-Referenced) assessments (with performance components) and Non-Core will develop Rubric Based (turned into building administration) performance or project based assessments.

Building Principals will require objective based reports (district format) on all assessments given as an end of course/quarter assessment.  Improvement planning will use this data for decision making plans.  Buildings will use these exams as a check on curriculum implementation by teachers and student content mastery.  

MTSS

Academic Area(s) of Concern

(1-6 Required for SPED referral)

 

Directions: Place an “X” in the space below for each area of academic concern.

 

 Basic Reading Skills

 Oral Expression

 Written Expression

 Math Calculation

 Reading Comprehension

 Reading Fluency

 Listening Comprehension

 Math Problem Solving

 

1. Information shared by the parent(s):

 

Directions: Describe the student’s strengths and weaknesses as related to the area of concern that were shared by the parent(s).

Student Strengths:

 

 

 

 

 

Student Needs:

2. Educationally relevant developmental, health and medical findings.

Directions: Please note any developmental, health and medical findings that are educationally relevant. If none, please provide evidence that records were reviewed (e.g. Vision/hearing screening on August 10, 2010 indicate functioning in the normal range).

 

 

 

 

 

 

 

3. The student’s parents were notified about:

state and school district policies regarding the amount and nature of student performance data that would be collected and the general education services that would be provided,

 Yes    No

 strategies for increasing the student’s rate of learning, and

 Yes    No

 

 

 

 

 

 

 

 




4. Data that establishes that the core curriculum is effective for most students.

Directions: For each of the assessments, list the percentage of students within the student’s grade level who met grade-level performance benchmarks (may include ISAT, IRI, Grade Level Curriculum Based Measures, other measures).

Name of Assessment

Area Assessed

Date

Performance

Benchmark

Percentage of Grade Level Peers Meeting Performance Benchmark

Percentage of Disaggregated Group Level Peers Meeting Performance Benchmark

(if applicable)

Target Student Performance Level

STAR Reading

Reading/language

Fall 2016-17

50th percentile nationally

Scaled score 224

39% of 2nd grade students were proficient Fall 2016-17

N/A

student SS is 129


5. Document information that the student was provided with appropriate instruction in the general education setting by qualified personnel prior to or as a part of the referral process in the academic area(s) of concern.

Core Instruction Provided

Academic Area

Core Instruction

Duration

Frequency

(how often per week)

Intensity

(minutes per session)

Begin Date

(M/D/Y)

End Date

(M/D/Y)

Total

(weeks)

Intervention Provided

Academic Area of Concern

Intervention

Duration

Frequency

(how often per week)

Intensity

(minutes per session)

Begin Date

(M/D/Y)

End Date

(M/D/Y)

Total

(weeks)

The evaluation team determines that the student’s learning difficulty is not due to lack of instruction.  (required for SPED evaluation)

  • The student was provided appropriate instruction by qualified personnel in reading, including the essential components of reading, instruction which includes explicit and systematic instruction in (A) phonemic awareness; (B) phonics; (C) vocabulary development; (D) reading fluency, including oral reading skills; and (E) reading comprehension strategies.

☐ Yes   ☐ No

  • The student was provided appropriate instruction by qualified personnel in math.

☐ Yes   ☐ No

6. Data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress during instruction and intervention for each academic area of concern. For students who are culturally diverse and/or English Learners, progress documenting the student’s growth should be also compared against their subgroup’s progress

Attach to the evaluation report, a copy of the student’s progress monitoring graph for each academic area of concern. The graph(s) must include the aimline, trendline, decision points, student’s rate of improvement, and national or local norm for grade level peers. For culturally diverse and English Learners, include comparisons to peer group progress.

Summary of the data demonstrating the student’s progress during instruction and intervention in the academic areas of concern:  (Insert graph)