Tier I

K-2nd Grades

STEP 1: DIAGNOSE THE CLASS’S NEEDS (PLAN)

In September:

-Administer AIMSweb Benchmarks to all students in September.

-Administer the Reading Series End of the Year Test from the previous grade level.

 

STEP 2:  DESIGN CLASSROOM INSTRUCTION TO MEET THE CLASS’S NEEDS (DO)

Each grade level has developed a Sequence of Content for Reading that includes all major objectives for the reading curriculum.  Using the information gathered from AIMSweb and the End of the Year Test from the previous grade level, determine the strengths and weaknesses of the class according to the Sequence of Content objectives.  Plan the classroom instruction accordingly, emphasizing areas of weakness while constantly reviewing areas of strength.  See Toolkit and Instructional Planning Forms.

 

STEP 3: PROGRESS MONITOR (STUDY)

Administer AIMSweb Benchmarks to all students at the end of December and in April to monitor class progress.

Administer Unit Tests from the Reading Series throughout the school year.

 

 STEP 4:  DETERMINE EFFECTIVENESS OF INTERVENTION / STANDARDIZE IMPROVEMENTS (ACT)

Determine from the AIMSweb benchmarks whether the class is achieving an adequate rate of improvement for students at all percentile categories.  In other words, how fast are students at the 90th percentile growing? the 75th?, the 50th?, the 25th?, and the 10th?  This rate should meet or exceed the national average rate of growth for these categories.  (AIMSweb has an “Aggregated Norms Chart” that shows this growth—see sample chart.)  If the class’s rate of growth is adequate, continue with the current intervention.  If the class’s rate of growth is below the national average at any percentile category, revise classroom instruction to meet the needs of students. 

As you are tracking the rate of growth within your class, make sure to track the progress of subgroups within the classroom, including special education and free/reduced lunch.  These groups not only should be improving at the same rate as the paid-lunch, general education population; there should be no gap between the groups.  If there is a gap, the lower achieving groups should be growing at a rate that is fast enough to eventually cause the gap to close.  Continue to adjust your Tier 1 instruction until at least 80% of students achieve an adequate rate of growth from Tier 1 instruction alone.

 
 
 
 
3rd-11th Grades

 

STEP 1: DIAGNOSE THE CLASS’S NEEDS (PLAN)

Use item analysis of Discovery Education Assessment to determine the class’s strengths and weaknesses among the Assessment Objectives.

Assess the class’s average reading level using STAR Reading.  After looking at the class average as a whole, breakout subgroups, including special education and free and reduced lunch.  Compare the subgroup’s average reading level to that of the paid-lunch, regular education group’ average reading level.

 

STEP 2:  DESIGN CLASSROOM INSTRUCTION TO MEET THE CLASS’S NEEDS (DO)

Grades 3rd-6th have developed a Sequence of Content for Reading that includes all major assessment objectives for the reading curriculum.  Using the information gathered from Discovery Education Assessment and STAR Reading, determine the strengths and weaknesses of the class according to the Sequence of Content Objectives.  Plan the classroom instruction accordingly, emphasizing areas of weakness while constantly reviewing areas of strength.  See Toolkit and Instructional Planning Forms.

 

STEP 3: PROGRESS MONITOR (STUDY)

Administer Discovery Education Assessment Benchmarks to all students in November, January, and April to monitor class progress.

Administer STAR Reading in September, January, and April to benchmark students’ reading levels.

 

 

 

 STEP 4:  DETERMINE EFFECTIVENESS OF INTERVENTION / STANDARDIZE IMPROVEMENTS (ACT)

Determine from Discovery Assessment benchmarks whether the class is achieving an adequate rate of improvement in terms of state standards.  In other words, are there more students on track to meet or exceed the state standards with each new Discovery benchmark?  Using item analysis, determine how many students have mastered the objectives that have been taught.  If 80% of students have mastered an objective, continue to review the objective through Key Questions.  If fewer than 80% of the students have mastered an objective, plan ways to ensure that the objective is mastered by the next benchmark, while still keeping pace with the Sequence of Content. 

Using STAR Reading, track your class’s rate of improvement in terms of reading level.  Compare this rate to national averages.  If your class is growing at a rate that is below the national average, revise your classroom instruction to improve the class’s rate of improvement.  Within your class, make sure to track the progress of subgroups, including special education and free/reduced lunch.  These groups should not only be improving at the same rate as the paid lunch general education population; there should be no gap between the groups.  If there is a gap, the lower achieving groups should be growing at a rate that is fast enough to eventually cause the gap to close.