Susan Roberts

Literacy Specialist

Tier One Progress Monitoring

The identified Tier One students will be progress monitored every two weeks using authentic curriculum-based measurements (CBM) throughout a ten week period.

·         In the case of student absence, teacher absence, or school not being in session, the duration of time required to obtain five data points may be longer.

As progress monitoring, the teacher will administer Scott-Foresman Fresh Reads that align with classroom instruction to determine word accuracy, comprehension, and words correct per minute. The data obtained will be recorded and a copy given to the school-wide literacy coach by the end of each ten week intervention period.  In this way, five data points will be obtained. Other data is highly encouraged and can be obtained by administering other assessments determined appropriate by the teacher.

·         See Tier One Data Collection forms

Kindergarten and Early First Grade

For Kindergarten and early first graders, the teacher will monitor progress with WCPM on disconnected text (high frequency word list). 

·         Other assessments are highly encouraged such as Phonemic awareness, alphabet knowledge, DIBELS, Orchard, anecdotal notes, fluency rating scale, and checklists.

·         See Tier One Data Collection forms

Students in Tier One receive ten weeks of quality instruction in the core reading program with a focus on the targeted skill area of need. After that time, the at risk students who are appropriately responding to classroom instruction based on progress monitoring will transition out of Tier I.  Those students not responding to targeted instruction may be considered by the School Intervention Team for Tier Two intervention.

Tier Two Progress Monitoring

Tier Two progress monitoring occurs weekly and is documented by the literacy coach, intervention teacher, or trained paraprofessional. Documentation includes the use of weekly fresh reads to determine word accuracy, comprehension, and words correct per minute.

For kindergarten to early first grade, the words correct per minute in disconnected text are recorded along with alphabet knowledge of upper case, lower case, and sounds.  Additional assessments are highly encouraged.

Literacy personnel also chart both slope and growth based on the “2006 Hasbrouck & Tindal Oral Reading Fluency Data”.  Parent notification regarding progress is made every four and one-half to five weeks of interventions.

·         See Tier Two Data Collection forms

·         See sample letters of Tier Two parent notification.

Tier Three Progress Monitoring

Tier Three students are monitored for progress and data is charted by the literacy coach/intervention teacher weekly.   As in Tier Two, progress monitoring again involves documentation of word accuracy, comprehension, and words correct per minute.  For kindergarten to early first grade, monitoring again is by words correct per minute in disconnected text and alphabet knowledge regarding upper case, lower case, and sounds. As with Tiers One and Two, additional assessments are highly encouraged.

·         See Tier Three Data Collection Forms

Student Intervention Team

Progress Monitoring

Fidelity

Resources

Forms