Standard Protocol Universal Screening Review

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Standard Protocol Universal Screening Review
Goal To make educational decisions based on
universal screening data

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Facilitator Tips
1

• Remember we are only focusing on those components
  of the problem-solving process indicated in red
• Strengths/Concerns
• Whats working in our favor
• What needs consideration or on our radar
• Problem Validation
• Do the data match what Ive seen so far?

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Expectations of Fall Data Review

• IS..
• To evaluate current status and determine end of
  the year goal by grade level.
• To determine how many students need additional
  assistance.
• To determine at what level to begin intervention
  class or student

• IS NOT..
• To discuss issues related to status that we do
  not have any influence or control over.
• To determine details of intervention.

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Facilitator Tips
1

• May need to provide examples of things you dont
  have control over that will resonate with the
  group
• Poverty
• Family issues
• Medical concerns

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Materials Set Up

• Validate Scores
• If any individual students scores are
  questionable, be sure to validate those scores as
  well as verifying them against other data and
  information you may have.
• DIBELS reports
• Distribution Report
• Class List Report
• MAP reports
• Class by subject sorted by test RIT
• Grade by subject sorted by test RIT
• Group data review worksheet Tri-color
  highlighters

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Facilitator Tips
4

• Ensure data are validated before moving forward
• Use the class lists to note students whose
  performance warrants validation.
• Remember that the question isnt Could the
  student have scored higher? The question is
  Does the child need intervention?

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Grades K-2Question What is our current grade
level status and end of the year goal?
Use information from the Instructional
Recommendation column of the DIBELS Distribution
Report to fill in the table on the worksheet.

• Grade Goal
• By Spring, we want ________ to be at
  benchmark with their literacy skills.

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Facilitator Tips
10

• Use DIBELS Distribution Report to transfer
  percentages on the worksheet.
• Boundaries for Goal Setting
• Dont get bogged down. Limit time to no more than
  5 minutes.
• Unless the building has determined otherwise,
  this goal is for the grade level team.
• Refrain from being involved in the goal setting,
  but you may need to negotiate suggestions on the
  table to move the meeting forward.
• Facilitate a compromise. Use silence for 20 sec.
  is agreement
• These points may help a stuck team
• When setting the goal, think about the goal you
  want the previous years team to write.
• Remember that a goal is an ideal you strive to
  achieve
• There are no sanctions for not reaching a goal.

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Grades 3-6Question What is our current grade
level status and end of the year goal?
Benchmark
Strategic
Intensive


DIBELS
DIBELS
DIBELS
MAP
MAP
Fall
Winter
Spring
Use the DIBELS Distribution Report and the MAP
Class Report to fill in the table on the
worksheet for the grade level.

• Grade Goal
• By Spring, we want ________ to be at
  benchmark with their literacy skills.

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Facilitator Tips
10

• Use DIBELS Distribution Report to transfer
  percentages on the worksheet.
• Use MAP Grade by Subject Sorted by Test RIT
  Report to calculate percentage of students at or
  below 40ile.
• Boundaries for Goal Setting
• Dont get bogged down. Limit time to no more than
  5 minutes.
• Unless the building has determined otherwise,
  this goal is for the grade level team.
• Refrain from being involved in the goal setting,
  but you may need to negotiate suggestions on the
  table to move the meeting forward.
• Facilitate a compromise. Use silence for 20 sec.
  is agreement
• These points may help a stuck team
• When setting the goal, think about the goal you
  want the previous years team to write.
• Remember that a goal is an ideal you strive to
  achieve
• There are no sanctions for not reaching a goal!

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Grades K-2Question What is the grade-level
status by Big Idea?
Global Interpretation for Strengths gt 85
Green 70-85 Yellow lt 70 Red
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Facilitator Tips
10

• Note that this table is for all grades K-2 so
  they may not be filling out all the boxes.
• Note that the global interpretation is based on
  the recommendation of district staff and not
  direct research validated guidelines.

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As you evaluate grade-level data, are there
issues that should be addressed

• Similar to previous years? Surprises?
• Training or support with Open Court or Workshop?
• What do the strengths of this current group make
  us think about in terms of differentiating?

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Facilitator Tips
5

• May not have time for discussion, but should be
  planted as issues to consider and reflect upon.
• Use the Group Thoughts Not to Forget posted
  paper to capture some of the discussion items if
  necessary.

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Grades K-2Question What is the current status
of my class?
Use the information from the Instructional
Recommendation column of the row pertaining to
your class from the DIBELS Distribution Report to
complete the table.

• Class Goal
• By Spring, I want ________ to be at benchmark
  with their literacy skills.

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Facilitator Tips
4

• Typically, this part moves very fast since we are
  replicating the process.
• If there is resistance to setting a class goal,
  move forward.

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Grades 3-6Question What is the current status
of my class?
Benchmark
Strategic
Intensive


DIBELS
DIBELS
DIBELS
MAP
MAP
Fall
Winter
Spring
Use the DIBELS Distribution Report and the MAP
Class Report to fill in the table on the
worksheet for the grade level.

• Class Goal
• By Spring, I want ________ to be at benchmark
  with their literacy skills.

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Facilitator Tips
4

• Typically, this part moves very fast since we are
  replicating the process.
• If there is resistance to setting a class goal,
  move forward.

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Question Do the data indicate the need to
implement a class-wide intervention?

• YES 50 or more of the class IS NOT at
  benchmark
• NO More then 50 of the class IS at benchmark

Question What is considered a class-wide
intervention?

• Strategic use of core curriculum
• Use of district protocol interventions during
  workshop

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Facilitator Tips
5

• 50 is the guideline in the district. Basically,
  when half of the class indicates the need for
  intervention, it is more efficient to address
  this as a class instead of immediately trying to
  do several small group interventions.
• Follow your rounding rules
• Remember, students showing intense need will be
  considered for additional intervention beyond the
  class-wide efforts.

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Kindergarten Pie
Warming Up
Phonemic Awareness
Reading Responding
Alphabetic Knowledge
Reading Pre/Decodable
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1st Grade Pie Units 1-6
Warm Up
Phonemic Awareness
Reading Responding
Phonics
Read a Decodable
Blending
Dictation
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1st Grade Pie Units 7-10
Blending
Reading Responding
Read a decodable
Preview Prepare
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2nd -3rd Grade Pie
Phonics Fluency Word Knowledge
Reading Responding
Background Preview
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4th 6th Grade Pie
Word Knowledge
Language Arts
Background Preview
Reading Responding
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Standard Protocol Interventions
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Question Which students will receive additional
intervention and who will monitor progress?

• Students receiving strategic support will be
  monitored every other week.
• Students receiving intensive support will be
  monitored every week.

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Facilitator Tips
10

• Encourage sharing the responsibility to monitor
  progress.
• Monitoring can be distributed throughout the
  week. All students dont have to be monitored on
  the same day.
• If the number of students needing monitoring is
  high, promote monitoring every other week while
  working toward weekly.