ࡱ>  bjbj 7rr!}$$~~8.?*Lvvvv888>>>>>>>$ADd>87^888>~~vv:?<<<8~8vv><8><<<vQ19<>?0?<D9D<<jDp=088<88888>><888?8888D888888888$ D: School: Sunshine School Date: 01/15/2013 Student Name(s)/Grade Level: 1st Grade Pick One: X Tier I  FORMCHECKBOX  Tier II  FORMCHECKBOX  Tier III Tier II or Tier III only: Has the student had excessive absences/tardies/transience in their school career (if yes, attach relevant attendance history)?  FORMCHECKBOX  Yes  FORMCHECKBOX  No Student Strengths:  FORMTEXT        What should our students know and be able to do? Identify the Problem: Only 60% of all first grade students are proficient on the DIBELS Next composite score and 42% are proficient on the DORF.  RIOT  Review, Interview, Observe, Test Develop and Test Hypotheses (Why is the problem occurring?)Instruction: Only 60% of all first grade students are proficient on the DIBELS Next composite score and 42% are proficient on the DORF, because the instruction has not included enough modeling and practice of reading fluency. Interview teachers. Curriculum: Only 60% of all first grade students are proficient on the DIBELS Next composite score and 42% are proficient on the DORF, because the curriculum doesnt have a strong emphasis on reading fluency. Review curriculum mapsEnvironment: Only 60% of all first grade students are proficient on the DIBELS Next composite score and 42% are proficient on the DORF, because ELA blocks are not long enough to cover the expected material. Only 60% of all first grade students are proficient on the DIBELS Next composite score and 42% are proficient on the DORF, because school policy on excessive tardies is not being implemented. Review schedule; Interview (discuss issue) with PBIS team about policy.Learner (Tiers II and III):  FORMTEXT       The individual student s current skill deficiency is explained here. This should include the student s current performance level and the goal to be achieved. Instruction Assessment Plan/Results: Most teachers are doing modeling; however, it is not being purposefully planned and implemented. Teachers reported varying strategies and amounts of time for fluency practice.Curriculum Assessment Plan/Results: The curriculum maps include fluency; however, the teachers admit the focus on accuracy, comprehension and higher order thinking has overshadowed any intentional fluency strategies. Environment Assessment Plan/Results: Each teacher has a 90-minute ELA block and multiple opportunities to integrate ELA standards in other subject areas. PBIS Team reports letters have not been sent home regarding tardies.Learner Assessment Plan/Results:  FORMTEXT       The individual student s assessment plan should state the specific intervention being implemented (What strategy is being used to address the skill deficit? Ex: Say It, Move It activity for PSF deficit) In addition, the frequency and duration of the intervention is noted (ex: 3x week for 15 minutes). This section can be updated throughout the year by documenting any changes which occur (ex: goal reached or an intervention needs to be changed). Updates should include the calendar date, purpose of update, and any change in intervention activity, such as type of intervention, frequency, duration, etc. Precise Problem Statement: Only 60% of all first grade students are proficient on the DIBELS Next composite score and 42% are proficient on the DORF, because the instruction has not included enough modeling and practice of fluency. Twenty-six (26%) of students have excessive tardies, which may be contributing to these lower scores as well, because the school policy has not been enforced. Discuss and Select Solutions: Teachers will model fluent reading (whole group & guided reading group) Teachers will provide opportunities for fluent reading with feedback using Readers Theater, Repeated Readings, Echo Reading, and/or choral reading Teachers will use flexible grouping across grade levels for fluency practice Office personnel will ensure school policy on tardies is enforced by sending home letters after the first offense (more than 1 within 2 weeks) and follow up with a phone call from administration if the problem continues.  Develop and Implement Action Plan:Who?What?Where?How Often?All 1st Grade Teachers All 1st Grade Teachers Office personnel Teachers will model fluent reading (whole group & guided reading group) Teachers will provide opportunities for fluent reading with feedback using Readers Theater, Repeated Readings, Echo Reading, and/or choral reading Office personnel will ensure school policy on tardies is enforced by sending home letters after the first offense (more than 1 within 2 weeks) and follow up with a phone call from administration if the problem continues.In the classroom during ELA block In the classroom during ELA block OfficeAt least 2 times per day Daily As needed based on attendance How will we know students are learning?Baseline Score: 42% of the 1st grade students are at or above target score on DORF Short Term Goal: - By the spring benchmark assessment, 68% of students in 1st grade will reach the DORF target score. Long Term Goal: By the winter benchmark assessment next year, at least 80% of this group of students will reach the DORF target score. Also by winter benchmark next year, at least 80% of students in 1st grade will reach the DORF target score. Measurement Strategy: Who? Classroom teachers With What? Informal formative assessment How Often? Weekly Data-Based Decision Making Rules: If the majority (50% or greater) of teachers are not reporting progress in students reading fluency then the plan will be revisited Instructional coach will conduct walk-throughs every two weeks to ensure teachers fidelity of strategies. Review Date: 04/17/2013 Evaluate and Revise the Plan Date: April 17, 2013How will we respond when students dont learn?How will we respond when students have already learned?Results: 72% of students scored at or above target on DORF. 13% decrease in excessive tardies. Next Steps: Continue instructional changes throughout the duration of the school year Continue monitoring students Integrate intentional modeling and fluency practices with feedback next year beginning in the fall. 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