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TRDR Core Review Meeting Agenda
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School: TRDRGrade Level: Kinder
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Benchmarking period (highlight one):Fall Winter Spring
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Norms:
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 We will operate in a trusting, kind, and professional culture-striving to make a brave and confidential space for all team members
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 Trust - are committed to the success of others, grace
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 Keep it student center, confidential and focused
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Purpose:
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 To determine effectiveness of the core program and make necessare adjustments to core instruction.
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Step 1: Problem Identification (What is the problem?)
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a) Review and analyze current benchmark screening data. Record percentages below:
b) Review and analyze previous benchmark screening data. Record percentages below:
c) Using current and previous benchmarking data, set a goal for next benchmarking period. Record below:
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Previous BenchmarkingCurrent Benchmarking*Goal for next Benchmarking:
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% Low Risk
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% Some Risk
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% High Risk
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*Can also review movement of students between risk-status levels to help set goals (Summary of Effectiveness)
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d) Review other available grade-wide data (e.g. SBAC, in-curriculum assessments, etc.).
e) Determine percentage of students meeting minimum proficiency standards as set by the district
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Step 2: Problem Analysis (Why is it happening?)
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a) Determine the common priority skill:
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Use data to prioritize which big idea of reading is currently the most important common instructional need for most students (highlight one instructional need and fill in the % of students at low risk in the identified area)
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SkillPhonological AwarenessPhonicsOral Reading FluencyVocabularyReading Comprehension
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EasyCBM MeasurePhoneme SegmentingLetters SoundsWRFPRF AccuracyPRFVocabMCRCCCSS
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% Low Risk
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b) Determine how much we need to enhance the curriculum/instruction of the priority skill.
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Previous % At/Above BenchmarkCurrent % At/Above Benchmark
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Priority Skill:
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Step 3: Plan Identification (What is the plan?)
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What instructional adjustments are needed to strengthen the priority skill in order to improve the health of the core?
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Which priority skill(s) have you identified to target instruction?: (PA, Phonics, Fluency, Vocabulary, Comprehension)
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Priority Skill Focus:
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Curriculum
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What core materials (sound-spelling cards, word work, decodables etc.) can you use to increase the time spent teaching the priority skill (Will this be addressed in whole group, small group, and/or independent)?
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Instruction
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What common instructional strategies need to be enhanced to address the priority skill/s? What active engagement strategies can be used with the instructional strategy to address the priority skill?
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Environment
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What behavior management strategies can be enhanced to increase instructional time? How well is the district adopted PBIS system being implemented?
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Step 4: Plan Implementation & Evaluation (Did it Work?)
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What do we need to help implement our plan well?
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Professional Development
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What support (professional development or coaching) do you need to implement these common agreements?
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Other Implementation Supports
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What other strategies will we use to help implement our agreements/plan?
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Possible ideas: Walkthroughs with feedback, post agreements/plan in a public place, review agreements/plan at weekly/monthly PLCs. What data will be used to track progress towards goal?
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*At next Benchmarking period, review the plan and determine if goal was met.
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