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TIER One |
Wednesday, January 13, 2010 02:57 PM |
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TIER One ~
Response to Intervention Plan
Jefferson County Department of Education
Revised Fall 2009
The use of the Four Blocks as the framework for balanced literacy
instruction for all elementary students in the Jefferson County Schools
incorporates all five core components of balanced literacy and provides for
scientifically research-based instruction beyond the 90 minute required
block of time.
Daily instruction in
all Four Blocks in
first through third grades provides for 120-150 minutes of language arts as
the core program. Using this model allows for an additional 30-60
minutes of language arts Daily. The Scott-Foresman Basal Reading Program
is the primary resource along with other supplementary materials as
available.
“Effective teachers spend 120-135 minutes per day on reading instruction in
the primary grades.” Taylor and Peterson, 2003-Fuchs, Fuchs, and Vaughn, p.
21
Universal Screening:
All
elementary students are given the Scott-Foresman Baseline Test within the
first three weeks of school as a screening measure. Students at risk for
academic failure in reading are identified through the screening data. The
cut-score for identification is determined on a school- by- school and
frequently class-by-class basis. Students scoring below the cut- score on
the curriculum-based measurement will be considered at risk and thereby
identified as Tier One students by the classroom teacher in collaboration
with the Literacy Coach or Targeted Intervention Teacher.
Tier One
Prevention: Effective Reading Instruction in the Classroom by
the Classroom Teacher
Tier One instruction takes place in the classroom as part of
the balanced literacy program providing quality instruction through the Four
Blocks framework as the instructional delivery system. Teachers provide
direct instructional contact three times per week with the identified
students in the targeted area of intervention.
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 to obtain at least five data points..
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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.
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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.
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See Tier One Data Collection forms
Kindergarten and
Early First Grade
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For
Kindergarten and early first graders, the teacher will monitor progress
with WCPM on disconnected text (high frequency word list).
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Other assessments are highly encouraged such as
Phonemic
awareness, alphabet knowledge, DIBELS, Orchard, anecdotal notes, fluency
rating scale, and checklists.
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See Tier One Data Collection forms
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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 One. Those
students not responding to targeted instruction may be considered by the
School Intervention Team for Tier Two intervention.
Parent Notification
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Parents are to be notified every four and one-half to five weeks.
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Teachers will refer to data points as well as documented teacher
observations and other assessments.
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Notification may be by progress report, telephone, Email, or letter.
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See documentation on Tier One Record
-See
sample letters for parent notification
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