Indentifying Academic/Behavioral Concern

1
Indentifying Academic/Behavioral Concern
Initial Assistance Team Meeting Academic/Behaviora
l Interventions (Use One Section And Complete
Progress Monitoring Chart for Each Area of
Concern)
Specific Academic or Behavioral Area of Concern Writing difficulty writing complete and grammatically correct sentences. Specific Academic or Behavioral Area of Concern Writing difficulty writing complete and grammatically correct sentences. Specific Academic or Behavioral Area of Concern Writing difficulty writing complete and grammatically correct sentences.
What data will be used to supply baseline and measure progress of specific skills? What data will be used to supply baseline and measure progress of specific skills? What data will be used to supply baseline and measure progress of specific skills?
Current Level of Functioning in Area of Concern Intervention Cycle 1 Results of Intervention Cycle 1
Current Level of Functioning in Area of Concern Intervention Cycle 2 Results of Intervention Cycle 2
Progress Monitoring Charts attached for areas of
intervention.
2
Present Level of Functioning
Initial Assistance Team Meeting Academic/Behaviora
l Interventions (Use One Section And Complete
Progress Monitoring Chart for Each Area of
Concern)
Specific Academic or Behavioral Area of Concern Writing difficulty writing complete and grammatically correct sentences. Specific Academic or Behavioral Area of Concern Writing difficulty writing complete and grammatically correct sentences. Specific Academic or Behavioral Area of Concern Writing difficulty writing complete and grammatically correct sentences.
What data will be used to supply baseline and measure progress of specific skills? What data will be used to supply baseline and measure progress of specific skills? What data will be used to supply baseline and measure progress of specific skills?
Current Level of Functioning in Area of Concern Sarah is able to write simple sentences however she has difficulty forming more complex sentences in her writing. On her baseline writing probe, Sarah had a total of 12 Correct Writing Sequences (CWS). The class average on the standard writing probe is 25 Correct Writing Sequences (CWS). Intervention Cycle 1 Results of Intervention Cycle 1
Current Level of Functioning in Area of Concern Sarah is able to write simple sentences however she has difficulty forming more complex sentences in her writing. On her baseline writing probe, Sarah had a total of 12 Correct Writing Sequences (CWS). The class average on the standard writing probe is 25 Correct Writing Sequences (CWS). Intervention Cycle 2 Results of Intervention Cycle 2
Progress Monitoring Charts attached for areas of
intervention.
3
Determining What Data Will be Used to Supply
Baseline and Monitor Progress

• Intervention Central - www.interventioncentral.org
  
• Curriculum-Based Measurement Directions for
  Administering and Scoring CBM Probes in
• WRITING

4
Determining What Data Will be Used to Supply
Baseline and Monitor Progress
Initial Assistance Team Meeting Academic/Behaviora
l Interventions (Use One Section And Complete
Progress Monitoring Chart for Each Area of
Concern)
Specific Academic or Behavioral Area of Concern Writing difficulty writing complete and grammatically correct sentences. Specific Academic or Behavioral Area of Concern Writing difficulty writing complete and grammatically correct sentences. Specific Academic or Behavioral Area of Concern Writing difficulty writing complete and grammatically correct sentences.
What data will be used to supply baseline and measure progress of specific skills? Counting the total number of Correct Writing Sequences (CWS). What data will be used to supply baseline and measure progress of specific skills? Counting the total number of Correct Writing Sequences (CWS). What data will be used to supply baseline and measure progress of specific skills? Counting the total number of Correct Writing Sequences (CWS).
Current Level of Functioning in Area of Concern Sarah is able to write simple sentences however she has difficulty forming more complex sentences in her writing. On her baseline writing probe, Sarah had a total of 12 Correct Writing Sequences (CWS). The class average on the standard writing probe is 25 Correct Writing Sequences (CWS). Intervention Cycle 1 Results of Intervention Cycle 1
Current Level of Functioning in Area of Concern Sarah is able to write simple sentences however she has difficulty forming more complex sentences in her writing. On her baseline writing probe, Sarah had a total of 12 Correct Writing Sequences (CWS). The class average on the standard writing probe is 25 Correct Writing Sequences (CWS). Intervention Cycle 2 Results of Intervention Cycle 2
Progress Monitoring Charts attached for areas of
intervention.
5
Intervention Resources

• Intervention Central - www.interventioncentral.org
  Evidence-Based Interventions (EBIs) for the
  following areas reading fluency, reading
  comprehension, writing and multiple other areas.
• Jim Wrights Teacher intervention manual
  (step-by-step instructions and intervention
  activities) for Vocabulary, Reading Fluency,
  Reading Comprehension.

6
Intervention Resources

• Step Up To Writing Maureen Auman
• http//www2.pylusd.k12.ca.us/glk/jlaurich/StepUpTo
  Writing.htm
• Specific writing intervention Elementary and
  Secondary
• Writing Next (4th-12th) www.all4ed.org/files/Writi
  ngNext.pdf
• Specific interventions that will help 4th 12th
  grade students with written language
• University of Buffalo http//gse.buffalo.edu/org/w
  ritingstrategies/
• Specific writing interventions for grades 3-6 and
  6-12

7
Identifying Intervention Options
Initial Assistance Team Meeting Academic/Behaviora
l Interventions (Use One Section And Complete
Progress Monitoring Chart for Each Area of
Concern)
Specific Academic or Behavioral Area of Concern Writing difficulty writing complete and grammatically correct sentences. Specific Academic or Behavioral Area of Concern Writing difficulty writing complete and grammatically correct sentences. Specific Academic or Behavioral Area of Concern Writing difficulty writing complete and grammatically correct sentences.
What data will be used to supply baseline and measure progress of specific skills? Counting the total number of Correct Writing Sequences (CWS). What data will be used to supply baseline and measure progress of specific skills? Counting the total number of Correct Writing Sequences (CWS). What data will be used to supply baseline and measure progress of specific skills? Counting the total number of Correct Writing Sequences (CWS).
Current Level of Functioning in Area of Concern Sarah is able to write simple sentences however she has difficulty forming more complex sentences in her writing. On her baseline writing probe, Sarah had a total of 12 Correct Writing Sequences (CWS). The class average on the standard writing probe is 25 Correct Writing Sequences (CWS). Intervention Cycle 1 Will utilize the SCOPE proofreading strategy during daily writing assignments. Results of Intervention Cycle 1
Current Level of Functioning in Area of Concern Sarah is able to write simple sentences however she has difficulty forming more complex sentences in her writing. On her baseline writing probe, Sarah had a total of 12 Correct Writing Sequences (CWS). The class average on the standard writing probe is 25 Correct Writing Sequences (CWS). Intervention Cycle 2 Results of Intervention Cycle 2
Progress Monitoring Charts attached for areas of
intervention.
8
Writing Intervention

• Proofreading Teach A Memory Strategy (Bos
  Vaughn, 2002). When students regularly use a
  simple, portable, easily memorized plan for
  proofreading, the quality of their writing can
  improve significantly. Create a poster to be put
  up in the classroom summarizing the SCOPE
  proofreading elements (1) SPELLING Are my words
  spelled correctly (2) CAPITALIZATION Have I
  capitalized all appropriate words, including
  first words of sentences, proper nouns, and
  proper names? (3) ORDER of words Is my word
  order (syntax) correct? (4) PUNCTUATION Did I
  use end punctuation and other punctuation marks
  appropriately? (5) EXPRESSION of complete
  thoughts Do all of my sentences contain a noun
  and verb to convey a complete thought? Review the
  SCOPE proofreading steps by copying a first-draft
  writing sample onto an overhead and evaluating
  the sample with the class using each item from
  the SCOPE poster. Then direct students to pair
  off and together evaluate their own writing
  samples using SCOPE. When students appear to
  understand the use of the SCOPE plan, require
  that they use this strategy to proofread all
  written assignments before turning them in.
• (Intervention Central)

9
Documenting Results of Cycle 1 Interventions
Initial Assistance Team Meeting Academic/Behaviora
l Interventions (Use One Section And Complete
Progress Monitoring Chart for Each Area of
Concern)
Specific Academic or Behavioral Area of Concern Writing difficulty writing complete and grammatically correct sentences. Specific Academic or Behavioral Area of Concern Writing difficulty writing complete and grammatically correct sentences. Specific Academic or Behavioral Area of Concern Writing difficulty writing complete and grammatically correct sentences.
What data will be used to supply baseline and measure progress of specific skills? Counting the total number of Correct Writing Sequences (CWS). What data will be used to supply baseline and measure progress of specific skills? Counting the total number of Correct Writing Sequences (CWS). What data will be used to supply baseline and measure progress of specific skills? Counting the total number of Correct Writing Sequences (CWS).
Current Level of Functioning in Area of Concern Sarah is able to write simple sentences however she has difficulty forming more complex sentences in her writing. On her baseline writing probe, Sarah had a total of 12 Correct Writing Sequences (CWS). The class average on the standard writing probe is 25 Correct Writing Sequences (CWS). Intervention Cycle 1 Will utilize the SCOPE proofreading strategy during daily writing assignments. Results of Intervention Cycle 1 Sarah continues to struggle with forming complete sentences without grammatical errors. During bi- weekly administered writing probes, she earned an average of 14 Correct Writing Sequences (CWS).
Current Level of Functioning in Area of Concern Sarah is able to write simple sentences however she has difficulty forming more complex sentences in her writing. On her baseline writing probe, Sarah had a total of 12 Correct Writing Sequences (CWS). The class average on the standard writing probe is 25 Correct Writing Sequences (CWS). Intervention Cycle 2 Will utilize the Proofreading Highlighting errors strategy during daily writing assignments. Results of Intervention Cycle 2
Progress Monitoring Charts attached for areas of
intervention.
10
Writing Sample - Intervention 3

• Proofreading Use Selective Proofreading With
  Highlighting of Errors (Frus, n.d./18 November
  2006). To prevent struggling writers from
  becoming overwhelmed by teacher proofreading
  corrections, focus on only 1 or 2 proofreading
  areas when correcting a writing assignment.
  Create a student writing skills checklist that
  inventories key writing competencies (e.g.,
  grammar/syntax, spelling, vocabulary, etc.). For
  each writing assignment, announce to students
  that you will grade the assignment for overall
  content but will make proofreading corrections on
  only 1-2 areas chosen from the writing skills
  checklist. (Select different proofreading targets
  for each assignment matched to common writing
  weaknesses in your classroom.) Also, to prevent
  cluttering the students paper with potentially
  discouraging teacher comments and editing marks,
  underline problems in the student text with a
  highlighter and number the highlighted errors
  sequentially at the left margin of the student
  paper. Then (if necessary) write teacher comments
  on a separate feedback sheet to explain the
  writing errors. (Identify each comment with the
  matching error-number from the left margin of the
  students worksheet.) With fewer proofreading
  comments, the student can better attend to the
  teacher feedback. Also, even a heavily edited
  student assignment looks neat and tidy when
  teachers use the highlighting/numbering
  techniquepreventing students from becoming
  disheartened at the site of an assignment
  scribbled over with corrective comments.
• (Intervention Central)

11
Documenting Results of Cycle 2 Interventions
Initial Assistance Team Meeting Academic/Behaviora
l Interventions (Use One Section And Complete
Progress Monitoring Chart for Each Area of
Concern)
Specific Academic or Behavioral Area of Concern Writing difficulty writing complete and grammatically correct sentences. Specific Academic or Behavioral Area of Concern Writing difficulty writing complete and grammatically correct sentences. Specific Academic or Behavioral Area of Concern Writing difficulty writing complete and grammatically correct sentences.
What data will be used to supply baseline and measure progress of specific skills? Counting the total number of Correct Writing Sequences (CWS). What data will be used to supply baseline and measure progress of specific skills? Counting the total number of Correct Writing Sequences (CWS). What data will be used to supply baseline and measure progress of specific skills? Counting the total number of Correct Writing Sequences (CWS).
Current Level of Functioning in Area of Concern Sarah is able to write simple sentences however she has difficulty forming more complex sentences in her writing. On her baseline writing probe, Sarah had a total of 12 Correct Writing Sequences (CWS). The class average on the standard writing probe is 25 Correct Writing Sequences (CWS). Intervention Cycle 1 Will utilize the SCOPE proofreading strategy during daily writing assignments. Results of Intervention Cycle 1 Sarah continues to struggle with forming complete sentences without grammatical errors. During bi- weekly administered writing probes, she earned an average of 14 Correct Writing Sequences (CWS).
Current Level of Functioning in Area of Concern Sarah is able to write simple sentences however she has difficulty forming more complex sentences in her writing. On her baseline writing probe, Sarah had a total of 12 Correct Writing Sequences (CWS). The class average on the standard writing probe is 25 Correct Writing Sequences (CWS). Intervention Cycle 2 Will utilize the Proofreading Highlighting errors strategy during daily writing assignments. Results of Intervention Cycle 2 Sarah continues to struggle with forming complete sentences without grammatical errors. Her number of Correct Writing Sequences (CWS) remained around an average of 14 Correct Writing Sequences (CWS).
Progress Monitoring Charts attached for areas of
intervention.
12
Sarahs Correct Writing Sequences
13
Summary of Intervention Outcomes and Team Decision
Review of Cycle 2 Interventions and Determination
of Need for Additional Action
Summary of Intervention Outcomes and Basis for Decision Initial results of the first interventions revealed that Sarah made slight improvement in her ability to form grammatically correct sentences. However, during the second cycle of interventions, Sarahs performance showed no improvement. Her average number of Correct Writing Sequences has improved from 12 to 14 , while the class average of CWS has increased from 25 to 32. Overall, Sarah has demonstrated limited progress during both intervention cycles. Sarahs data indicates a lack of progress and a widening of the achievement gap between her performance and the average class performance. Therefore the team is recommending that Sarah be referred for an evaluation to the IEP Committee. Summary of Intervention Outcomes and Basis for Decision Initial results of the first interventions revealed that Sarah made slight improvement in her ability to form grammatically correct sentences. However, during the second cycle of interventions, Sarahs performance showed no improvement. Her average number of Correct Writing Sequences has improved from 12 to 14 , while the class average of CWS has increased from 25 to 32. Overall, Sarah has demonstrated limited progress during both intervention cycles. Sarahs data indicates a lack of progress and a widening of the achievement gap between her performance and the average class performance. Therefore the team is recommending that Sarah be referred for an evaluation to the IEP Committee. Summary of Intervention Outcomes and Basis for Decision Initial results of the first interventions revealed that Sarah made slight improvement in her ability to form grammatically correct sentences. However, during the second cycle of interventions, Sarahs performance showed no improvement. Her average number of Correct Writing Sequences has improved from 12 to 14 , while the class average of CWS has increased from 25 to 32. Overall, Sarah has demonstrated limited progress during both intervention cycles. Sarahs data indicates a lack of progress and a widening of the achievement gap between her performance and the average class performance. Therefore the team is recommending that Sarah be referred for an evaluation to the IEP Committee.
Team Decision Continue with current services/interventions. Modify services/interventions and continue Assistance Team Process. (x) Recommend an evaluation to the IEP Committee OR Recommend a reevaluation for a student who currently receives EC services under an IEP. Other Decision______________________________________________________________________________________________________________ Continue with current services/interventions. Modify services/interventions and continue Assistance Team Process. (x) Recommend an evaluation to the IEP Committee OR Recommend a reevaluation for a student who currently receives EC services under an IEP. Other Decision______________________________________________________________________________________________________________
Signatures Date____________ __________________________________Position__________________ __________________________________Position__________________ __________________________________Position__________________ __________________________________Position__________________ ___________________________________Position__________________ ___________________________________Position__________________ ___________________________________Position__________________ _____________________________________________________Parent(s)