Multi-tiered System of Support (MTSS) Handbook
Transcript of Multi-tiered System of Support (MTSS) Handbook
Multi-tiered System of Support (MTSS) Handbook2017-18 School Year
Independent School District 15St. Francis, Minnesota
Independent School District 15
Strategic Plan OutlineMission
Our mission is to equip all students with the knowledge and skills to empower them to achieve their dreams and full potential while becoming responsible citizens in a dynamic world.
Mission Outcomes
By 2020, all students will…
• Developapersonalizededucationalpaththeycanarticulateandusetoprogresstowardtheirevolvingdreams.
• Identifyandchoosepositivewaystheycantakeactiveownershipintheircommunitywhilerecognizingitsdiversity.
Strategies
We will…
• Ensurethateveryemployeeunderstands,supportsandpromotesourcorevaluesandmission.
• BuildtrustandfacilitateengagementwithallISD15stakeholders.• Alignandsupportalleducationalprogramsandservicestoachieveour
missionandmissionoutcomes.
Core Values
We believe that…
• Trustandrespectarefundamentalforthrivingrelationships.• Ourcommunityflourisheswhenindividuals,familiesandorganizations
collaborate.• Everypersonmattersandhasvalue.• Responsibilityandaccountabilityareessentialforpersonalgrowth,
organizationalimprovementandcommunityengagement.• Commitmenttohighexpectationsisessentialtohelpachievefullindividual
andcollectivepotential.• Everyonebenefitswhencultureanddiversityareunderstoodandrespected.• Lifelonglearningenrichesindividualsandcreatesopportunities.• Openexchangesofideasandcommunicatedplanningareintegralfor
continuousimprovement.
Strategic Delimiters
We will NOT…
• Continueoradoptanyprogramorserviceunlessitisalignedwithandadvancesthemissionandisaccompaniedbythenecessaryhumanandfinancialresources.
• Makedecisionswithouttheuseofrelevantdataprovidedbytheappropriatepersonnel.
• Allowpastexperiencestointerferewiththeconsiderationofnewideas.
Adopted by the Independent School District 15 School Board May 11, 2015
MTSS Handbook 2017-18 • Revised August 2017 3
Table of Contents
General Information: When All Means All
Multi-tiered System of Support (MTSS): Foundational Beliefs ........4RTI Tiered Instruction ............................................................................5MTSS Teams.............................................................................................6MTSS Team Responsibilities ..................................................................7
Professional Learning Communities and MTSS
Purpose of the Professional Learning Community (PLC) .................8MTSS Instructional Cycle—The Work of a PLC .................................9Essential Learning Benchmarks (ELBs) .............................................10
AssessmentsCommon Assessments ..........................................................................11Schoolwide Benchmarking ..................................................................12
Tier 1 ProcessTier 1 .......................................................................................................13MTSS Tier 1 Core Instruction and Tier 2 ..........................................14
Tier 2 Process Tier 2 .......................................................................................................15
Tier 3 Process
Tier 3 .......................................................................................................16 MTSS School Intervention Team (SIT) Process ................................17Tier 3 Goal Setting ................................................................................18Tier 3 Progress Monitoring Guidelines and Graduate Criteria ......... 19
Programming Guidelines
Guidelines Regarding Federal Programming Requirements ...........20Academic Behavior Checklist ..............................................................21
Specific Subject Area Information
Reading Diagnostic Menu ....................................................................22Reading Interventions .....................................................................23-25Math Interventions ................................................................................26
Appendix
Student Intervention Team (SIT) Forms ............................................27Student Intervention Team (SIT) Screening Summary Form .........27Student Intervention Team (SIT) Intervention Plan Form ..............27Student Intervention Team (SIT) Plan Evaluation Form .................27Essential Learning Benchmarks (ELBs) .............................................28Elementary ELA ELB Process 2017-19 ...............................................29Elementary Math ELB Process 2017-19 .............................................30Secondary ELB Process 2017-19 .........................................................31Essential Learning Benchmark Chart .................................................32MasteryConnect (MC) Districtwide Implementation 4-Year Plan .. 33ELB Reflection Cycle ............................................................................... 34Benchmarking Calendar and Assessments Matrix .....................35-38Elementary Cut Score Progressions by Grade Level ...................39-46Secondary Cut Scores for Risk Calculation .......................................47
References References ...............................................................................................48
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Multi-tiered System of Support (MTSS): Foundational BeliefsMulti-tiered Systems of Support (MTSS), formerly Response to Intervention (RtI), is a framework of instruction that provides support to ALL students to ensure mastery of grade-level content standards. The tiers of MTSS provide varying levels of support for students who are struggling to reach mastery as well as those to exceed grade-level.
MTSS provides a framework that incorporates screening, progress monitoring and data-based decision making to provide effective instruction.
MTSS and RtI are viewed as similar concepts by the Minnesota Legislature; however, since 2012, education leaders have witnessed a systematic movement away from RtI toward MTSS.
There are four critical components that guide the MTSS framework in ISD 15. These components are Critical responsibility, Concentrated instruction, Convergent assessment, Certain access.
1. Critical responsibility: All stakeholders believe they are responsible for ensuring that each student learns at a high level.
2. Concentrated instruction: Curriculum is developed based on identified essential learning. Personalized learning paths are developed in order for each student to attain a high level of mastery. (See ELB Process Maps)
3. Convergent assessment: The systemic use of data to determine the learning needs of each student and monitoring the effectiveness of instruction in regards to meeting those needs.
4. Certain access: There is an articulated process that guarantees each student with the support and time he/she needs in order to learn at high levels.
Buffum, Mattos, Weber. Simplifying Response to Intervention Four Essential Principles, Solution Tree Press, 2012.
General Information: When All Means All
MTSS Handbook 2017-18 • Revised August 2017 5
RtI Tiered InstructionTier 1 instruction, also known as core instruction, is at course/grade level instruction that each student receive on a daily basis. For the majority of students, Tier 1 instruction will meet their academic needs. For approximately 80% of students Tier 1 instruction will meet their academic and/or behavioral needs.
Tier 2 instruction is supplemental instruction, at course/grade level, for students who need additional support in learning course/grade level material. Tier 2 instruction is intended to be timely and coordinated with Tier 1 instruction. Approximately 20% of students should need Tier 2 instruction in the ideal MTSS framework. Tier 2 needs and interventions are identified during PLC conversations referencing the four critical questions.
Tier 3 instruction is intensive support provided to students who are struggling with significant learning gaps and need academic and/or behavioral support. Typically these students do not have the appropriate course/grade level skills yet to be successful in solely Tier 1 and Tier 2 instruction. Tier 3 provides yet an additional level of intervention to help students develop foundational skills. Students receiving Tier 3 instruction also receive Tier 1 and 2 instruction. Students are entered into the Tier 3 interventions based on a referral to the School Intervention Team (SIT).
The diagram below illustrates the three tiers.
Buffum, Mattos, Weber. Simplifying Response to Intervention Four Essential Principles, Solution Tree Press, 2012.
General Information: When All Means All
Tier 1Effective Core Instruction for All Students
Tier 2Supplemental Interventions for
Some Identified Students
Tier 3Intensive
Interventions for Individual Students
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MTSS Teams
Team Purpose Team Members Frequency of Meetings
Teacher Teams/PLC The team has five main functions:
1. Clearly define ELBs
2. Provide Tier 1 instruction
3. Assess student learning and effectiveness of instruction
4. Analyze data to identify students in need of additional support
5. Take lead responsibility for Tier 2 interventions
• Course/gradelevelteams
• Departmentteams
• Interdisciplinaryteams
Weekly
School Intervention Teams (SIT)
Primary function is to analyze various forms of data to determine how to best meet the needs of students requiring Tier 3 interventions.
• Determinestudents’academic/behavioral needs
• Diagnosecausesofstruggles in Tier 1 and 2
•Determineappropriateintervention
• Monitorstudentprogress
• Reviseinterventionasneeded
• Determineappropriatenext steps for students
• Principal
• Socialworker/counselor
• InterventionLead
• Generaleducationteacher(s)
• Specialeducationteacher/representative
• Schoolnurse
• ELteacher,asneeded
• Parent(invited,butnot required)
Weekly
General Information: When All Means All
MTSS Handbook 2017-18 • Revised August 2017 7
General Information: When All Means All
MTSS Team Responsibilities The diagram below illustrates the roles of the MTSS teams at the building level.
©SolutionTree2015•solution-tree.com•Reproducible.
The RTI at Work Multitered System of Support Pyramid
Schoolwide Responsibilities Teacher Teams Responsibilities
Tier 1: Core InstructionAll students have access to grade-level essential standards.
Academic and Social Behaviors Academic Skills
Tier 2: Intervention and ExtensionIn addition to Tier 1: Targeted students receive additional time and support to master grade-level, essential learning targets, immediate
prerequisite skills, and extension standards.
Tier 3: Intensive RemediationIn addition to Tiers 1 and 2:
Targeted students receive intensive support to master universal skills.
ReadingNumber sense
Social and academic behavior
English language
Writing
PreventionIntervention and Extension
Remediation
Mor
e High
ly Tr
ained
Mor
e Tar
geted
Interventions Led by Schoolwide TeamsTiers 1 & 2– Students with
motivational issues– Students with attendance
issues– Students with behavior issuesTier 3– Students in need of intensive
remedial support in universal skills: reading, writing, number sense, English Language, attendance and behavior
Interventions Led by
Collaborative Teacher Teams
Tiers 1 & 2– Students in need of
supplemental support in learning essential core
standards and English language
8 Revised August 2017 • Independent School District 15 • St. Francis, Minnesota
Professional Learning Communities and MTSS
Purpose of the Professional Learning Community (PLC)“The most promising strategy for sustained, substantive school improvement is developing the ability of school personnel to function as professional learning communities” (DuFour & Eaker, 1998).
PLCs provide educators an avenue to collaborate regarding student learning and effective instructional strategies. The three concepts of the PLC include clarifying what each student will learn and how educators will ensure the learning, building a collaborative culture because the work cannot be completed in isolation, and using various forms of data to monitor student learning and respond to the learning in effective methods.
Collaboration is the key of the PLC, “the power of teachers is enhanced when teacher work collaboratively in highly effective teams” (Eaker, 2016).
The PLC discussions are guided by the four critical questions:
1. What is it we expect our students to learn?• Clarifyingandaddingmeaningtostandards• Whatthebenchmark,ifmet,wouldlooklikeinstudentwork• Commonscoring,learningtargets,pacing
2. How will we know when they have learned it?• Collaborativedevelopmentandtheuseofcommonformativeassessments• Quickchecksforunderstanding
3. How will we respond when some students do not learn?• Differentiatedinstruction,MTSS
4. How will we respond when some students already know it?• Differentiatedinstruction
Eaker, Robert. Kid by Kid, Skill by Skill: Becoming a Professional Learning Community, presented at Professional Learning Communities at Work Institute, Minneapolis, MN, June, 2016.
MTSS Handbook 2017-18 • Revised August 2017 9
MTSS Instructional Cycle —The Work of a PLC The following diagram illustrates the MTSS Instructional Cycle—The Work of the PLC. The diagram shows how ELBs, tiered instruction and PLC come together to provide an effective MTSS system.
Professional Learning Communities and MTSS
Select ELB and appropriate learning targets for unit plans.
Introduce learning targets, begin core instruction (Tier 1).
Analyze assessment data
(formative/summative). Identify students in
need of supplemental instruction.
Analyze assessments data, provide differentiated
instruction (Tier 2 and enrichment) to meet
individualized learning needs.
Review and analysis of standards
Screen for prior skills (pre-assess).
Give formative
assessments.
Give summative
assessments.
All students, including
those receiving supplemental interventions, move on to the
next ELB.
Repeat cycle for additional
learning targets.
}What do we want students
to learn?~
}How will they know if they have
learned it?~
}How do we respond when students
experience difficulty?~
}How do we respond when
students do learn?~
Diagram modified from Buffum, Mattos, Weber. Simplifying Response to Intervention Four Essential Principles, Solution Tree Press, 2012.
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Professional Learning Communities and MTSS
Essential Learning Benchmarks (ELBs)In order to answer the first PLC critical question, “What do we want our students to learn?”, educators need to determine what the essential benchmarks are for each unit of instruction. In order to prioritize the content standards there are four categories for reflection.
1. What is essential to know and do?
2. What is important to know and do?
3. What is worth being familiar with?
4. What is nice to know?
Essential benchmarks are imperative for student learning and are often the foundational pieces for further learning. There are three criteria to be used when identifying essential benchmarks:
1. Endurance: Does knowledge of this benchmark go beyond performance on a single test/assessment? Typically essential benchmarks focus on lifelong skills, concepts, and processes.
2. Leverage: Does the knowledge of this benchmark carry over to other content areas? Is is widely applicable?
3. Readiness for further study: Does the benchmark provide foundational knowledge for learning at another grade level or level of instruction?
Benchmarks that meet the three criteria above are identified as essential. If it meets two of the criteria it is an important standard. If it only meets one of the criteria it is a nice-to-know standard.
It is the expectation of teachers that all standards and benchmarks are taught. The essential benchmarks are those areas of knowledge that students are expected to master within the class/grade. Student who struggle to master the ELBs are provided further instruction through Tier 2 and possible Tier 3.
ISD 15 has currently identified ELBs for Math and English/Language Arts.
• K-12 English/Language Arts ELBs
• K-12 Math ELBs
Gregory, G., Kaufeldt, M. and Mattos, M. Best Practices at Tier 1. Solution Tree Press, Bloomington, IN, 2016.
MTSS Handbook 2017-18 • Revised August 2017 11
Common AssessmentsWe give common assessments so we can identify specifically which students did not demonstrate mastery of essential standards. Because we give common assessments to measure student mastery of essential standards, assessments should identify students that need additional help and support. Additionally, if an assessment measures more than one essential standard, the test results must provide more than an overall score for each student. They also should specifically delineate which standards each student did not pass.
Essential question: Specifically which students did not demonstrate mastery?
Identify effective instructional practices: Because our teachers have autonomy in how they teach essential standards, it is vital that common assessment data help validate which practices were effective. This can be done best when common assessment results are displayed in such a way that allowseachteachertocomparetheirstudents’resultstootherteacherswhoteachthesamecourse.
Essential question: Which instructional practices proved to be most effective?
Identify patterns in student mistakes: Besides using common assessment results to identify best instructional practices, this data should also be used to determine ineffective instructional practices. Patterns emerge that can point to weaknesses or gaps in initial instruction when analyzing the types of mistakes that failing students make.
Essential question: What patterns can we identify from student mistakes?
Measure assessment accuracy: Through a careful item analysis of the assessment, a team can determinethevalidityofeachtestquestion.Overtime,thiswillbuildateam’scapacitytocreatebetter assessments.
Essential question: How can we improve this assessment?
Plan and target interventions: The ultimate goal of any PLC is to ensure high levels of learning for all students. If a team uses common assessments to identify students in need of additional help, determine effective and ineffective instructional practices, and measure the validity of the assessment, then they should have the information needed to plan and implement targeted interventions to assist the students that need help.
Essential question: What interventions are needed to provide struggling students additional time and support?
Modified from © Mattos 2016. SolutionTree.com Reproducible
Assessments
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Schoolwide BenchmarkingBenchmarkingdataisonepieceofdatatobeconsideredregardingstudents’progressduring PLC meetings. It is a piece of data for teachers to considered in PLC discussions regarding meeting individual student needs—both the needs of students who do not have the necessary skills and those who are already proficient. See Benchmarking Calendar and Assessment Matrix for more details.
Benchmark assessments serve three purposes:
1. Allow students to be screened to monitor their academic progress. Students below benchmarks are identified for further assessment.
2. Help set a baseline for school goal setting purposes.
3. Provide data on school programming effectiveness.
Kindergarten–Grade 5:
• Allstudentsarebenchmarked(readingandmath)threetimesperyearusingAIMsweb.
Grades 6-8:
• Allstudentswillbebenchmarked(readingandmath)duringthefallandwinter.• Studentsreceivinginterventionsmayalsobebenchmarkedinthespring.• Eighthgradestudentswillbebenchmarked(readingandmath)inthespringin
reading and math.
Grades 9-12:
• All9thgradestudentswillbebenchmarked(readingandmath)inthefallandspring (or when they complete English 9).
• Identified10thgradestudentswillbebenchmarkedinreadingand/ormathinthefall.• Identified11thgradestudentswillbebenchmarkedinmathinthefall.
Saints Academy
• WillbenchmarkallstudentswiththeSTARMathandReadingTests:fall,winterspring.
Crossroads School & Vocational Center
• WillbenchmarkallstudentsatappropriateintervalsusingAIMsweb.
Assessments
MTSS Handbook 2017-18 • Revised August 2017 13
Tier 1
Entry Criteria:
Tier 1, core instruction, is provided to all students.
Instruction:
Tier 1 instruction includes, but is not limited to:• Research-basedinstructionalstrategies• Data-drivendecisionmakingandinstruction• Districtapprovedcorecurriculum• Differentiatedinstruction• Flexiblegrouping
Benchmarking and Assessments:
All students will be benchmarked multiple times throughout the school year in the areas of reading and math. See Benchmarking Calendar and Assessment Matrix for specific assessment windows. Benchmarkingdataisonepieceofdatatobeconsideredregardingstudents’progressduringPLCmeetings. It is a piece of data for teachers to considered in PLC discussions regarding meeting individual student needs--both the needs of students who do not have the necessary skills and those who are already proficient.
Students will have multiple opportunities to demonstrate their skills through common formative and summative assessments. This data should be used in PLC discussions in regards to the four critical questions.
Professional Learning Communities (PLC):
Professional Learning Communities will meet weekly to review student learning. The purpose of these meetings is to discuss the four critical questions in regards to current student learning. Teacherswillidentifythevariousstudents’needsanddiscusshow,asateam,theywillworktomeetthe needs of all students.
Tier 1
Tier 1Effective Core Instruction
for All Students
Tier 2Supplemental Interventions for
Some Identified Students
Tier 3Intensive
Interventions for Individual
Students
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Tier 1
MTSS Tier 1 Core Instruction and Tier 2
Does data from common (formative/summative) and/or
universal benchmarking show the student is meeting course/grade
level benchmarks?
Continue with instruction and differentiation for
enrichment.
Continue with Tier 1 instruction.
Student data is reviewed in PLC. Are there other students with similar struggles? What strategies could be used with this student? Has the student received
Tier 2 or 3 interventions in the past? Tier 2 interventions developed and implemented by PLC members.
Tier 2 intervention
Determine length of intervention and frequency of progress
monitoring.
Is intervention effective?PLC reviews data from strategies to determine if new instructional strategy is effective. If not, does strategy need to be changed or
fidelity of intervention reviewed?
Address fidelity concern
Implement new strategy
Implement new/revised strategy and monitor student progress. Review data
at PLC. Is intervention effective?
Student continues to struggle.
Student able to demonstrate mastery
Continue with Tier 1 instruction
Teacher may refer student to SIT for
possible Tier 3 interventions
YES NO
YES NO
NOYES
MTSS Handbook 2017-18 • Revised August 2017 15
Tier 2
Entry Criteria:
Tier 2 interventions are intended for students who are struggling to meet course/grade level expectations. These interventions take place in addition to Tier 1, core instruction.
Instruction:
Tier 2 instruction includes, but is not limited to:• Flexiblegrouping• Research-basedinstructionalstrategies• Data-drivendecisionmakingandinstruction• Differentiatedinstruction
Progress Monitoring:
Teachers will monitor student learning in their Tier 2 groups using appropriate tools for the specific interventionsthatwillprovidedataforthePLCtomonitorstudents’progress.
Professional Learning Communities (PLC):
Tier 2 interventions will be determined during PLC meetings. Classroom teachers will review the common assessments and other forms of data to identify students who need Tier 2 interventions. Classroom teachers are responsible to take the lead in determining Tier 2 intervention needs while utilizing the expertise of intervention teachers.
Decision-Making Process:
PLC conversations should continually include discussion regarding student success. If students continue to struggle to learn a specific skill or demonstrate more significant need, there should be discussion at the PLC regarding the appropriateness of the intervention used or the fidelity of the intervention. After multiple interventions have been unsuccessful, the PLC should discuss if a School Intervention Team referral is appropriate for a specific student.
Tier 1Effective Core Instruction
for All Students
Tier 2Supplemental Interventions for
Some Identified Students
Tier 3Intensive
Interventions for Individual
Students
Tier 2
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Tier 3
Entry Criteria:
Tier 3 interventions are intended for students who have below course/grade level learning gaps. These interventions take place in addition to Tier 1, core instruction and Tier 2 interventions. It is not required that the students score below the 10th percentile in any standardized assessment to qualify for Tier 3 interventions. A student qualifies for Tier 3 interventions based on recommendation oftheSchoolInterventionTeam’s(SIT)reviewofthestudent’sdata. Each fall students who received Tier 3 interventions the spring prior, may begin receiving Tier 3 interventions without a SIT meeting, depending on thestudent’scurrentneedsatthestartoftheschoolyear.
Instruction:
Tier3instructionisspecifictoeachstudent’sneedsandisdependentondiagnosticassessmentdata.Tier 3 is:
• Smallgroup,orindividualinstruction.• Increasedfrequencyofintervention.• AdditionalminutestoTier1andTier2instruction.Tier3occursduringtheschoolday,
in addition to scheduled Tier 2 intervention times, not in place of Tier 2 interventions (for example, WIN time).
Progress Monitoring:
Students receiving Tier 3 interventions will be progress monitored in a frequency based on the specific intervention being used. See Progress Monitoring Guidelines and Graduate Criteria for further details. Decisions regarding appropriate progress monitoring tools are made at the SIT meeting. The teacher providing the Tier 3 intervention is expected to frequently communicate student progress with the classroom/referring teacher.
Professional Learning Communities (PLC):
PLCconversationsshouldcontinuallyincludediscussionregardingthestudent’sTier1and Tier2progress.TheclassroomorreferringteacherwillparticipateintheSITteam’sdiscussions of the student receiving Tier 3 intervention. See MTSS School Intervention Team (SIT) Process on page 17 for more details.
Decision-Making Process:
See MTSS School Intervention Team (SIT) Process on page 17 for more details.
Tier 3
Tier 1Effective Core Instruction
for All Students
Tier 2Supplemental Interventions for
Some Identified Students
Tier 3Intensive
Interventions for Individual
Students
MTSS Handbook 2017-18 • Revised August 2017 17
Team determines
appropriate next steps.
Tier 3
MTSS School Intervention Team (SIT) Process
Significant concern regarding student performance is identified. Concern may be generated by parent/guardian, classroom teacher or school staff.
Tier 1 and Tier 2 interventions have been tried(with fidelity) without success.
SIT referral form is completed and submitted to SIT coordinator.
SIT team meeting: Review data, determine appropriate next steps.
If Tier 3 intervention is appropriate. SIT coordinator makes arrangements with intervention team for appropriate
intervention.
Implement intervention plan. Progress monitor student as required by intervention strategy.
Three week check-in meeting with SIT to evaluate current progress. Make any adjustments needed.
Six week check-in meeting with SIT to evaluate current progress.
Parent/Guardian is
updated regarding student’sprogresswith
intervention.
Parent/Guardian is
updated regarding student’sprogresswith
intervention.
Parent/Guardian is
updated regarding student’sprogresswith
intervention.
Parent/Guardian is
updated regarding student’sprogresswith
intervention.
Goal met:
Discontinued intervention
Significant progress: Maintain
intervention
Below average progress: Change
intervention
No/minimal progress: Change
intervention*
* If the intervention plan and its revisions are not successful in helping the student meet the goal(s),the SIT may make a referral to the Child Study Team for a possible special education evaluation.
18 Revised August 2017 • Independent School District 15 • St. Francis, Minnesota
Tier 3 Goal Setting
Elementary: AIMSweb
Instructional Level Goal Setting
• UtilizeAIMSwebformulaforsettinggoalsasastarting point this year
• AIMSweb ROI Growth Norms using the spring column• Setaggressivegoals(thefarrighthandsideofthetable
provides a range of goals in the 75th and 85th percentile)• Formula:
■ Reading: baseline + number of instructional weeks (27 based on a start the last week of September) x ROI (per week gain)
Example: 80 + (27 x1.91) Goal = round to whole number■ Math: baseline + number of instructional weeks (27 based on a start the
last week of September) x ROI (per week gain)■ This goal will be changed when the student is moved to a new instructional level;
this will allow the avoidance of a flat line (goal setting at course/grade level)■ If using a measure that records errors, it is recommended to aim for 95% accuracy which
will help calculate the allowable amount of errors. ■ Example: Goal = 139 132 is 95% of 139. 139-132 = 7 allowable errors
Off-course/grade level Goal Setting (AIMSweb)
• Whenastudentisperformingbelowcourse/gradelevel,itisnecessarytocompleteanadditional assessment by dropping down one course/grade level (off course/grade level), assessing with one passage or probe (called SLA-survey level assessment), and then determining if this is the appropriate level to set a goal. Continue this process until appropriate instructional level is identified to set an off-course/grade level goal. The appropriate instructional level is identified when the student scores above the 10th percentile. SLAs are completed via paper/pencil.
• Theoff-course/gradelevelgoalsettingcycleidentifiedabovewillcontinueuntilthestudentshas scored three consecutive data points above the aimline at their actual course/grade level.
Secondary: Renaissance STAR 360
Instructional Level Goal Setting
• UtilizeSetting Progress Monitoring Goals• ConsistingofuseatyoursiteisexpectedforallTitle3students.
Tier 3
Tier 1Effective Core Instruction
for All Students
Tier 2Supplemental Interventions for
Some Identified Students
Tier 3Intensive
Interventions for Individual
Students
MTSS Handbook 2017-18 • Revised August 2017 19
Tier 3 Progress Monitoring Guidelines and Graduate Criteria
Progress Monitoring:
• Typicallyoccursatastudent’sinstructionallevel (below course/grade level when necessary).
• Whenstudentisprogressmonitored(PM)ataperformancelevel that is below course/grade level, three consecutive data points must occur above the aimline. Teachers will continue to set a new goal at the subsequent course/grade level until student has met graduate criteria at their current course/grade level.
• Progressmonitoring:■ Occurs at performance level■ Weekly for both math and reading
◆ Progress monitoring can occur more frequently based on SIT meeting discussion■ Useatoolthatmatchesyourdiagnosticoutcome■ After graduating a student, PM for two additional months bi-weekly (every other week)
Graduate Criteria:
• Threeconsecutivedatapointsareexpectedabovetheaimline (their current course/grade level)
• Decisionisbasedondatapoints;notlengthofintervention• TheSITdecisionisacriticalcomponentofthethisprocess;thedatafromAIMSweb,
STAR 360, or other sources is one piece of data to be reviewed. Teacher input, staff input, communication, etc. are essential.
Exit Criteria:
• Thestudentleftdistrict• TheparentrequestedforTier3servicestobediscontinued
Tier 3
Tier 1Effective Core Instruction
for All Students
Tier 2Supplemental Interventions for
Some Identified Students
Tier 3Intensive
Interventions for Individual
Students
20 Revised August 2017 • Independent School District 15 • St. Francis, Minnesota
Guidelines Regarding Federal Programming Requirements
Those providing intervention services and funded via Title I and ADSIS:
Central Services will send certifications to building administrators two times a year to verify the funding source and percentage of work under these funding sources (Title I and ADSIS). This will negate the need for Time Record completion by Title teachers as was past practice.
Compacts and Guardian Permission Forms:
Each site (including principal, intervention teachers, classroom teachers, parents) is responsible to develop a compact/guardian permission that identifies the partnership between home and school. This compact/guardian permission will be written in such a manner that it will meet requirements for both ADSIS and Title I in order to avoid redundancy and confusion in distribution.
Parent/Guardian Permission:
• Mustbepresentedtoparent/guardianuptothreetimesasanattempttoobtainasignature.• Formsmustprovideacheckboxgivingpermissionandanothercheckboxrefusing
permission.• Permissionformwillstatethatprogrammingwillproceedifnotreceivedbyapredetermined
date; before that time frame has ended, two additional parent/guardian attempts must be made and documented.
• Verbalpermissionisacceptableandmustbedocumentedonapermissionform.• Eachsiteistokeeprecordofthepermissionforms.• Thedateofeffectivenessshouldreferenceoneyeartoallowforservicestobeginthefirstday
of the next school year. • Eachsite’sdevelopedTitleCompact/guardianpermissionmustbeplacedinthesite’sTitle
Google drive file. Sites are required to send an email to OCI notifying of updated Title Compact/guardian permission.
• AsitewithADSISfederalfundingonlywillsendacopyofthesitedevelopedguardianpermission via email to OCI upon completion yearly.
• Buildingadministratorswillsharetherevisedcompact/guardianpermissionwithsiteTitleand ADSIS teachers for use each year.
Guardian permission forms are to be saved for a total of three years. Each site will develop a system to save these documents should they be requested by MDE. If utilizing the Cumulative Folders, sites will need to determine another means to save these in a centralized location for a period of three years.
While MDE would not request to see permissions from Compensatory Education funded intervention, each site will save these permission forms for a total of three years.
Programming Guidelines
MTSS Handbook 2017-18 • Revised August 2017 21
Service Hour Spreadsheets (ADSIS):
ADSIS funded interventionists will complete the service hour spreadsheets on or before the 5th of each month. OCI will send the updated version at the start of the school year.
Special Education Services Clarification:
• ADSIScannotserveANYspecialeducationstudent(speechincluded);thisdoesnotmeanthat they cannot receive Tier 2 and Tier 3 support.■ ADSIS funded teachers are not the only staff members allowed to provide intervention
support. Title I, classroom teachers, compensatory funded teachers, or other trained staff can provide interventions.
• TitleIcanservespecialeducationstudents,butnotintheareaoftheirIEPs.■ IEPgoalforreadingonly:couldreceivemathinterventionbyatitleteacher■ IEPgoalformathonly:couldreceivereadinginterventionbyatitleteacher■ IEPgoalforbehavioronly:couldreceiveeithermath/readinginterventionbyatitleteacher
Monitoring Interventions & Academic Behavior: Tier 3:
The SIT process will be completed for any student who receives ADSIS services. Review Tier 3 and MTSSSchoolIntervention(SIT) process.
Programming Guidelines
22 Revised August 2017 • Independent School District 15 • St. Francis, Minnesota
Specific Subject Area Information
Tier 2/Tier 3 Reading Diagnostic Menu
K 1 2 3 4 5
Phonemic Awareness
Press HMH Reading
Diagnostic
Press HMH Reading
Diagnostic
Press HMH Reading
Diagnostic
Press HMH Reading
Diagnostic
Press HMH Reading
Diagnostic
Press HMH Reading
Diagnostic
Phonics/ Decoding
Press Orton
Gillingham
Press Orton
GillinghamReading Mastery
Fast Cycle HMH Reading
Diagnostic
Press Orton
Gillingham Reading Mastery
Fast Cycle HMH Reading
Diagnostic
Press Orton
GillinghamCorrective
ReadingHMH Reading
Diagnostic
Press Orton
Gillingham Corrective
Reading HMH Reading
Diagnostic
Press Orton
GillinghamCorrective
Reading HMH Reading
Diagnostic
Fluency
RN placement QRI
HMH Reading Diagnostic
RN placement QRI
HMH Reading Diagnostic
RN placement QRI
Corrective Reading
placement test HMH Reading
Diagnostic
RN placement QRI
Corrective Reading
placement test HMH Reading
Diagnostic
RN placement QRI
Corrective Reading
placement test HMH Reading
Diagnostic
Comprehension
QRICARS
HMH Reading Diagnostic
QRICARS
HMH Reading Diagnostic
QRICARS
HMH Reading Diagnostic
QRICARS
HMH Reading Diagnostic
QRICARS
HMH Reading Diagnostic
Sight Words
Frye Sight Words Lists
QRI
Frye Sight Words Lists
QRIOrton
Gillingham
Frye Sight Words Lists
QRIOrton
Gillingham
Frye Sight Words Lists
QRIOrton
Gillingham
Frye Sight Words Lists
QRIOrton
Gillingham
MTSS Handbook 2017-18 • Revised August 2017 23
Specific Subject Area Information
Tier 3 Reading Interventions
K 1 2 3 4 5
Phonemic Awareness
Great Leaps K-2 PRESS Journeys Toolkit PALS Phonemic Awareness Instructional Routine WordsSyllables Rhyme Phoneme Isolation Phoneme Blending Phoneme Segmenting
Great Leaps K-2
PRESS
Journeys Toolkit
PALS
Phoneme Isolation
Phoneme Blending
Phoneme Segmenting
Great Leaps K-2
PRESS
Journeys Toolkit
PALS
Great Leaps 3-5
PRESS
Journeys Toolkit
PALS
Great Leaps 3-5
PRESS
Journeys Toolkit
PALS
Great Leaps 3-5
PRESS
Journeys Toolkit
PALS
Phonics/ Decoding
Great Leaps K-2
PRESS
Journeys Toolkit
PALS
Orton Gillingham
Letter Sound Correspondence
Blending Sounds in Short Words
Segmenting Sounds in Short Words
Writing Simple Words
Decoding Words in Connected Text
Great Leaps K-2 PRESS Journeys Toolkit PALS Orton Gillingham Decode Words in Connected Text Decode and Write Words Decode and Write Words with Blends Decode and Write Words with Silent the “e” Decode and Write Words with More than One Syllable
Great Leaps K-2
PRESS
Journeys Toolkit
Read and Write Irregularly Spelled Words
Diagraphs and Consonant Blends
Words with More than One Syllable
Great Leaps 3-5
PRESS
Journey’sToolkit
Base Words and Suffixes #1
Base Words and Suffixes #2
Great Leaps 3-5
PRESS
Journey’sToolkit
Great Leaps 3-5
PRESS
Journey’sToolkit
24 Revised August 2017 • Independent School District 15 • St. Francis, Minnesota
Tier 3 Reading Interventions
Specific Subject Area Information
K 1 2 3 4 5
Fluency
Great Leaps K-2
PALS
PRESS
High Frequency Words
Great Leaps K-2
PALS
Read Live
PRESS
Reading Text with Appropriate Expression
Great Leaps K-2 PALS Read Live PRESS Phonetically Regular Words Irregularly Spelled Words Connected Text with Appropriate Phrasing
Great Leaps 3-5 PALS Read Live PRESS Phonetically Regular Words Irregularly Spelled Words Connected Text with Appropriate Phrasing
Great Leaps 3-5
PALS
Read Live
PRESS
Great Leaps 3-5
PALS
Read Live
PRESS
Vocabulary
PRESS
Describe in General and Specific Language
Identify and Sort into Conceptual Categories
NewVocabulary
PRESS Describe in General and Specific Language Identify and Sort into Conceptual Categories NewVocabularyMultiple Meanings UsingContextClues
PRESS Categorize and Describe Features Make Connections Base Words and Affixes Synonyms, Antonyms, Homophones Multiple Meaning Words in Context
PRESS Categorize and Describe Features Make Connections Base Words and Affixes Multiple Meaning Words in Context Shades ofMeaning
PRESS PRESS
Comprehension
Great Leaps K-5
Journeys Toolkit
PRESS
Identify Story Grammar
Answer and Ask Explicit Questions
Identify Main Idea
Answering Higher Level Questions
Great Leaps K-5 Journeys Toolkit CARS/Stars PRESS Answer and Ask Explicit QuestionsIdentify Main Idea Answering Higher Level QuestionsSequence Events in a Story Identify Details to Support Answers
Great Leaps K-5 Journey’sToolkitCARS/Stars PRESS PALS Sequence Events in a Text Compare and Contrast in One Text #1 Compare and Contrast in One Text #2 Cause and Effect Author’sPurpose Retell and Summarize
Great Leaps 3-5
Journey’sToolkit
CARS/Stars
PRESS
PALS
Cause and Effect
Author’sPurpose
Compare and Contrast in Two Texts
Making Inferences
Retell and Summarize
Great Leaps 3-5
Journey’sToolkit
CARS/Stars
PRESS
PALS S
Great Leaps 3-5
Journey’sToolkit
CARS/Stars
PRESS
PALS
MTSS Handbook 2017-18 • Revised August 2017 25
Tier 3 Reading Interventions
Specific Subject Area Information
K 1 2 3 4 5
Sight WordsPALS
Great Leaps K-2
PALS
Great Leaps K-2
Great
Leaps K-5
Great
Leaps K-5
Great
Leaps K-5Comprehensive
Supplemental
Florida Center for Reading Research
Florida Center for Reading Research
Words Their Way
Dibels
Florida Center for Reading Research
Words Their Way
Dibels
Florida Center for Reading Research
Words Their Way
Dibels
Florida Center for Reading Research
Words Their Way
Dibels
Florida Center for Reading Research
Words Their Way
Dibels
26 Revised August 2017 • Independent School District 15 • St. Francis, Minnesota
Specific Subject Area Information
Tier 3 Math Interventions
K 1 2 3 4 5Number and Operation
focusMATH Kindergarten
Great Number Line Race!
focusMATH Grade 1 Book B
Great Number Line Race!
Strategic Number Counting
focusMATH Grade 2 Book A
Strategic Number Counting
Copy Cover Compare
Folding In Technique
Peer tutoring
Self monitoring
focusMATH Grade 2 Book B
focusMATH Grade 3 Book B
Errorless Learning
focusMATH Grade 3 Book A
Problem Solving
focusMATH Grade 3 Book B
Copy Cover Compare
Folding In Technique
Peer tutoring
Self monitoring
focusMATH Grade 4 Book A & C
Problem Solving
Errorless Learning
focusMATH Grade 4 Book A & B
Errorless Learning
focusMATH Grade 5 Book A & B
Algebra focusMATH Grade 1 Book A
Copy Cover Compare
Folding In Technique
Peer tutoring
Self monitoring
Self monitoring
Folding In Technique
Peer tutoring
Copy Cover Compare
focusMATH Grade 3 Book A
Geometry and Measurement
focusMATH Kindergarten
focusMATH Grade 2 Book C
focusMATH Grade 2 Book C
focusMATH Grade 2 Book C
focusMATH Grade 2 Book C
Comprehensive CAMS/STAMS CAMS/STAMS CAMS/STAMS CAMS/STAMS CAMS/STAMS CAMS/STAMS
MTSS Handbook 2017-18 • Revised August 2017 27
Appendix
Student Intervention Team (SIT) FormsSIT Forms are available from Infinite Campus under PLP, Form Documents.
• Selectstudent(usingsearchontopleft)
• OncethestudentisdeterminedswitchtoIndexontopleft;thenfollowthispath:Index > Student Information > PLP > General
• Choose“Documents”atthetopofwindow
• Select“NewDocument”
• Select“CreateNewSimpleForm”In the drop down menu, you will find all three SIT Forms (screening, plan and evaluation);they are used in this order.
If you do not have access to PLP, Form Documents via Infinite Campus, click on the links below to access the appropriate SIT forms. These forms are fillable PDFs. You will need to download the form to your desktop, name appropriately, save, and complete the form.
• Student Intervention Team (SIT) Screening Summary Form
• Student Intervention Team (SIT) Intervention Plan Form
• Student Intervention Team (SIT) Plan Evaluation Form
28 Revised August 2017 • Independent School District 15 • St. Francis, Minnesota
Appendix
Essential Learning Benchmarks (ELBs)• K-12 English/Language Arts ELBs
• K-12 Math ELBs
MTSS Handbook 2017-18 • Revised August 2017 29
Appendix
Elementary ELA ELB Process 2017-19
KeyELB: Essential learning benchmarkLAC: Learning area committeeCA: Common formative and
summative assessmentsPLC: Professional learning
communityELA: English language arts
* Fully implemented ELB:• LearningTargetsidentified• CA(formativeandsummative)developedand
process implemented and assessments administrated via Mastery Connect
• Tier2interventions&enrichmentsidentified• PLCmeetstoanalyzeCAstodeterminestudent
needs/strengths and to answer the four critical questions
2017-18 Teams fully implement* approx 6-10
total ELBs
Develop CA process
Learning targets
Develop Tier 2 programming
2018-19 Teams fully implement* all ELBs
(approx 10)
Develop CA process
Learning targets
Develop Tier 2 programming
See Appendix for ELB Reflection Cycle
30 Revised August 2017 • Independent School District 15 • St. Francis, Minnesota
Appendix
Elementary Math ELB Process 2017-19
KeyELB: Essential learning benchmarkLAC: Learning area committeeCA: Common formative and
summative assessmentsPLC: Professional learning
communityELA: English language arts
* Fully implemented ELB:• LearningTargetsidentified• CA(formativeandsummative)developedand
process implemented and assessments administrated via Mastery Connect
• Tier2interventions&enrichmentsidentified• PLCmeetstoanalyzeCAstodeterminestudent
needs/strengths and to answer the four critical questions
2017-18 Teams fully implement* approx 8-10
total ELBs
Develop CA process
Learning targets
Develop Tier 2 programming
2018-19 Teams fully implement* all ELBs
(approx 10)
Develop CA process
Learning targets
Develop Tier 2 programming
See Appendix for ELB Reflection Cycle
MTSS Handbook 2017-18 • Revised August 2017 31
Appendix
Secondary ELB Process 2017-19
KeyELB: Essential learning benchmarkLAC: Learning area committeeCA: Common formative and
summative assessmentsPLC: Professional learning
communityELA: English language arts
* Fully implemented ELB:• LearningTargetsidentified• CA(formativeandsummative)developedand
process implemented and assessments administrated via Mastery Connect
• Tier2interventions&enrichmentsidentified• PLCmeetstoanalyzeCAstodeterminestudent
needs/strengths and to answer the four critical questions
2017-18 Teams fully implement* approx 6-10
total ELBs
Develop Common
Assessments
Learning targets
Develop Tier 2 intervention &
enrichment
2018-19 Teams fully implement* all ELBs
(approx 10)
Develop CA process
Learning targets
Develop Tier 2 programming
See Appendix for ELB Reflection Cycle
32 Revised August 2017 • Independent School District 15 • St. Francis, Minnesota
Appendix
Esse
ntia
l Lea
rnin
g B
ench
mar
k C
hart
Inde
pend
ent S
choo
l Dist
rict 1
5Cu
rric
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& In
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ctio
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mba
ssad
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oule
vard
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, St.
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cis,
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7076
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ww
w.is
d15.
org
Wha
t do
we
wan
t our
stud
ents
to le
arn?
Gra
de:
Subj
ect:
Trim
este
r:Te
am M
embe
rs:
Des
crip
tion
of B
ench
mar
kEx
ampl
e of
Rig
orPr
ereq
uisi
te S
kills
Whe
n Ta
ught
Com
mon
Sum
mat
ive
Ass
essm
ent
Exte
nsio
n St
anda
rds
Wha
t is t
he e
ssen
tial
benc
hmar
k to
be
lear
ned?
D
escr
ibe
in st
uden
t fri
endl
y la
ngua
ge.
Wha
t doe
s pro
ficie
nt
stud
ent w
ork
look
like
? Pr
ovid
e an
exa
mpl
e or
de
scrip
tion.
Wha
t pri
or k
now
ledg
e,
skill
s, or
voc
abul
ary
are
need
ed fo
r a st
uden
t to
mas
ter t
his b
ench
mar
k?
Whe
n w
ill th
is be
nchm
ark
be ta
ught
?W
hat a
sses
smen
t will
we
use
to m
easu
re st
uden
t m
aste
ry?
Wha
t will
we
do w
hen
stud
ents
hav
e al
read
y le
arne
d th
is be
nchm
ark?
Ada
pted
from
Gre
gory
, Kau
feld
t, M
atto
s, 20
16SAMPLE
Click here to link to the Essential Learning Benchmark Chart as a PDFClick here to link to the Essential Learning Benchmark Chart in Google Docs
MTSS Handbook 2017-18 • Revised August 2017 33
Appendix
MasteryConnect (MC) Districtwide Implementation 4-year Plan
2019-20• AllteachersK-12(E-21?)haveareutilizingMCtotrackstudentlearning.• AllELBsK-12arelocatedinMCforallsubjectareas.• CommonassessmentshavebeendevelopedandimplementedforallELBsacrossallcontentareas.
2018-19
• MCUseexpectations:■ Elementary: Create trackers for all social studies/science ELBs, including common assessments.
Update,reviseandaddneededinstructionalmaterialstotrackersdevelopedin2016-18.■ Middle School: Update,reviseandaddneededinstructionalmaterialstotrackersdevelopedin
2016-18. ■ High School: Develop trackers for any remaining courses based on appropriate ELBs for course,
includingcommonassessments.Update,reviseandaddneededinstructionalmaterialstotrackersdeveloped in 2016-18.
2017-18
• MCUseexpectations:■ Elementary:CreatetrackersforallMathELBs,includingcommonassessments.Update,reviseand
add needed instructional materials to trackers developed in 2016-17. ■ Middle School: Update,reviseandaddneededinstructionalmaterialstotrackersdevelopedin
2016-17. ■ High School: Choose a second course per trimester to create trackers based on appropriate ELBs
forcourse,includingcommonassessments.Update,reviseandaddneededinstructionalmaterialsto trackers developed in 2016-17.
2016-17
• RequiredMCtraining(1hour)duringback-to-schoolweekforallteachingstaff.■ Those who have already received MC 1.0 training will participate in MC 2.0 training.
• Sept-Decrequiredfour,30minMCtrainings(1permonthSept-Dec)at2.0and2.+levelforallstaff.■ UtilizePLCopportunitiestoanalyzeMCimplementationandneededareasoftraining.
• MCMentorswillcontinuetoprovideon-goingMCsupporttostaffateachsite.■ OCI will monitor curriculum maps and solicit feedback regarding accuracy, efficiency and use of
maps make revisions as needed for following school year. • OCIwilldevelopcurriculummapsformathandEnglishlanguageartsbyAugust2016.Thesewillbe
the district common curriculum maps to guide instruction K-12 throughout the content areas. • MCUseexpectations:
■ Elementary: Create trackers for 4-6 full implemented math ELBs; and 3-5 full implemented ELA ELBs.
■ Middle School: Create content area trackers for ELBs, including common assessments. ■ High School: Choose one course per trimester to create trackers based on appropriate ELBs for
course, including common assessments. • OCIwillevaluatepossibilityofopeningstudent/parentportaltoMC.
2015-16
• MCMentorshavereceivedon-goingprofessionaldevelopmentregardingtheimplementationofMC.• Othernon-mentorteachershavebegunusingMCvoluntarily.• VoluntaryMCtrainingsprovidedthroughoutspring2016forteacherswhowanttobegintheirMC
training (MC 1.0 level training). • OST,OCIevaluatecurrenttechnologyandneedsforeffectiveMCimplementationbyallstaffinfall
2016.
34 Revised August 2017 • Independent School District 15 • St. Francis, Minnesota
Appendix
ELB Reflection CycleAnnually PLCs should review ELBs using the ELB Reflection Cycle.
Implement MTSS Instructional Cycle
Recommend ELB changes if needed.
Identify ELB
Evaluate for:• Endurance• Leverage• Readiness for further study• Vertical alignment• Horizontal alignment
MTSS Handbook 2017-18 • Revised August 2017 35
Benchmarking Calendar and Assessments Matrix 2017-18Benchmarking: is conducted throughout the school year for all current students and new students to the district. The dates for benchmarking as well as the assessments used for benchmarking are as follows:
Grades K-5
Month Assessment Window Including Data Entry
September September 7-15
January January 16-26
May May 14-25
Grades 6-12
Month Assessment Window Including Data Entry
September September 7-29
January January 2-February 28
May May 8-31
Students in grades K-5 will be benchmarked three times per year. For middle and high school students’benchmarkschedulewillvarybasedonthegradelevel.Seepages36-38formoredetails.
Appendix
36 Revised August 2017 • Independent School District 15 • St. Francis, Minnesota
Benchmarking Calendar and Assessments Matrix The following tables identify the various benchmark assessments that are given during each benchmarking period, for each grade/level.
• GradesK-5• Grades6-8• Grades9-12
FallKindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
LNF LETTER NAMING FLUENCY
R-CBM Reading R-CBM Reading R-CBM Reading R-CBM Reading R-CBM Reading
LSF LETTER SOUNDFLUENCY
PSF PHONEMIC SEGFLUENCY
MAZEGROUPADMINISTERED
MAZEGROUPADMINISTERED
MAZEGROUPADMINISTERED
ISF INITIAL SOUNDFLUENCY
NWF NONSENSE WORDFLUENCY
OCM ORAL COUNTING
M-COMPGROUPADMINISTERED
M-COMPGROUPADMINISTERED
M-COMPGROUPADMINISTERED
M-COMPGROUPADMINISTERED
M-COMPGROUPADMINISTERED
NIMNUMBERIDENTIFICATION
NIMNUMBERIDENTIFICATION
M-CAPGROUPADMINISTERED
M-CAPGROUPADMINISTERED
M-CAPGROUPADMINISTERED
M-CAPGROUPADMINISTERED
QDMQUANTITYDISCRIMINATION
QDMQUANTITYDISCRIMINATION
MNM MISSING NUMBER
MNM MISSING NUMBER
WinterKindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
LSF LETTER SOUNDFLUENCY R-CBM Reading R-CBM Reading R-CBM Reading R-CBM Reading R-CBM Reading
PSF PHONEMIC SEGFLUENCY
PSF PHONEMIC SEGFLUENCY
MAZEGROUPADMINISTERED
MAZEGROUPADMINISTERED
MAZEGROUPADMINISTERED
NWF NONSENSE WORDFLUENCY
NWF NONSENSE WORD
NIMNUMBERIDENTIFICATION
M-COMPGROUPADMINISTERED
M-COMPGROUPADMINISTERED
M-COMPGROUPADMINISTERED
M-COMPGROUPADMINISTERED
M-COMPGROUPADMINISTERED
QDMQUANTITYDISCRIMINATION
NIMNUMBERIDENTIFICATION
M-CAPGROUPADMINISTERED
M-CAPGROUPADMINISTERED
M-CAPGROUPADMINISTERED
M-CAPGROUPADMINISTERED
MNM MISSING NUMBER
QDMQUANTITYDISCRIMINATION
MNM MISSING NUMBER
Appendix
MTSS Handbook 2017-18 • Revised August 2017 37
Benchmarking Calendar and Assessments Matrix
SpringKindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
LSF LETTER SOUNDFLUENCY R-CBM Reading R-CBM Reading R-CBM Reading R-CBM Reading R-CBM Reading
PSF PHONEMIC SEGFLUENCY
MAZEGROUPADMINISTERED
MAZEGROUPADMINISTERED
MAZEGROUPADMINISTERED
NWF NONSENSE WORDFLUENCY
M-COMPGROUPADMINISTERED
M-COMPGROUPADMINISTERED
M-COMPGROUPADMINISTERED
M-COMPGROUPADMINISTERED
M-COMPGROUPADMINISTERED
QDMQUANTITYDISCRIMINATION
QDMQUANTITYDISCRIMINATION
M-CAPGROUPADMINISTERED
M-CAPGROUPADMINISTERED
M-CAPGROUPADMINISTERED
M-CAPGROUPADMINISTERED
MNM MISSING NUMBER
MNM MISSING NUMBER
Lexile Levels for Benchmark Reading ProbesKindergarten Grade 1
Lexile up to 300Grade 2
Lexile 140-500Grade 3
Lexile 330-700Grade 4
Lexile 445-810Grade 5
Lexile 565-910
September: #1, 2, 3 (average)
September: #1-3 (average)
September: #1-3 (average)
September: #1-3 (average)
September: #1-3 (average)
September: #1-3 (average)
January: #1, 2, 3 (average)
January: #1-3 (average)
January: #1-3 (average)
January:#1-3 (average)
January:#1-3 (average)
January: #1-3 (average)
May: #1, 2, 3 (average)
May: #1-3 (average)
May: #1-3 (average)
May: #1-3 (average)
May: #1-3 (average)
May: #1-3 (average)
#1, lexile 240 #1, lexile 420 #1, lexile 630 #1, lexile 770 #1, lexile 810
#2, lexile 210 #2, lexile 440 #2, lexile 460 #2, lexile 650 #2, lexile 780
#3, lexile 250 #3, lexile 470 #3, lexile 570 #3, lexile 670 #3, lexile 770
Appendix
38 Revised August 2017 • Independent School District 15 • St. Francis, Minnesota
Benchmarking Calendar and Assessments Matrix
FallGrade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
STAR Reading Enterprise Test
STAR Reading Enterprise Test
STAR Reading Enterprise Test
STAR Reading Enterprise Test
STAR Reading Enterprise Test
(identified students)
Saints Academy will benchmark all students with the STAR Reading Test Crossroads will benchmark all students at appropriate intervals using AIMsweb
STAR Math Enterprise Test
STAR Math Enterprise Test
STAR Math Enterprise Test
STAR Math Enterprise Test
STAR Math Enterprise Test
(identified students)
STAR Math Enterprise Test
Saints Academy will benchmark all students with the STAR Math Test Crossroads will benchmark all students at appropriate intervals using AIMsweb
WinterGrade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
STAR Reading Enterprise Test
STAR Reading Enterprise Test
STAR Reading Enterprise Test
Saints Academy will benchmark all students with the STAR Reading Test Crossroads will benchmark all students at appropriate intervals using AIMsweb
STAR Math Enterprise Test
STAR Math Enterprise Test
STAR Math Enterprise Test
Saints Academy will benchmark all students with the STAR Math Test Crossroads will benchmark all students at appropriate intervals using AIMsweb
SpringGrade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
STAR Reading Enterprise Test
(identified students)
STAR Reading Enterprise Test
(identified students)
STAR Reading Enterprise Test
STAR Reading Enterprise Test (at the completion
of Engl 9)
Saints Academy will benchmark all students with the STAR Reading Test Crossroads will benchmark all students at appropriate intervals using AIMsweb
STAR Math Enterprise Test
(identified students)
STAR Math Enterprise Test
(identified students)
STAR Math Enterprise Test
STAR Math Enterprise Test
Saints Academy will benchmark all students with the STAR Math Test Crossroads will benchmark all students at appropriate intervals using AIMsweb
Appendix
MTSS Handbook 2017-18 • Revised August 2017 39
Appendix
Elementary Cut Score Progressions by Grade Level
AIMSweb/DIBELS Kindergarten Cut Scores for Risk Calculation
Reading
Letter Naming Fluency (LNF)
Fall Winter SpringTier 1 13+ 38+ 46+Tier 2 4-12 25-37 35-45Tier 3 0-3 0-24 0-34
Letter Sound Fluency (LSF)
Fall Winter SpringTier 1 2+ 20+ 33+Tier 2 1 10-19 24-32Tier 3 0 0-9 0-23
Phoneme Segmentation Fluency (PSF)
Fall Winter SpringTier 1 Not Given 18+ 41+Tier 2 Not Given 7-17 26-40Tier 3 Not Given 0-6 0-25
Nonsense Word Fluency (NWF)
Fall Winter SpringTier 1 Not Given 19+ 33+Tier 2 Not Given 9-18 23-32Tier 3 Not Given 0-8 0-22
DIBELS First Sound Fluency
Fall Winter SpringTier 1 23+ Not Given Not GivenTier 2 12-22 Not Given Not GivenTier 3 0-11 Not Given Not Given
UpdatedFall2016totheDIBELSNextRecommendedBenchmarkGoals2012
KEy: Tier 1—At or Above Benchmark Tier 2—Below Benchmark Tier 3—Well Below Benchmark
40 Revised August 2017 • Independent School District 15 • St. Francis, Minnesota
Appendix
AIMSweb Kindergarten Cut Scores for Risk Calculation
Math
OCM (Oral Counting Measure)
Fall Winter SpringTier 1 30+ 57+ 70+Tier 2 18-29 40-56 57-69Tier 3 0-17 0-39 0-56
NIM (Number Identification Measure)
Fall Winter SpringTier 1 22+ 45+ 55+Tier 2 9-21 31-44 45-54Tier 3 0-8 0-30 0-44
QDM (Quantity Discrimination Measure)
Fall Winter SpringTier 1 7+ 16+ 25+Tier 2 3-6 9-15 16-24Tier 3 0-2 0-8 0-15
MNM (Missing Number Measure)
Fall Winter SpringTier 1 2+ 9+ 13+Tier 2 1 5-8 9-12Tier 3 0 0-4 0-8
Elementary Cut Score Progressions by Grade Level
KEy: Tier 1—At or Above Benchmark Tier 2—Below Benchmark Tier 3—Well Below Benchmark
MTSS Handbook 2017-18 • Revised August 2017 41
Appendix
AIMSweb First Grade Cut Scores for Risk Calculation
Reading
R-CBM/ORF (Oral Reading Fluency)
Fall Winter SpringTier 1 Not Defined 30+ 53+Tier 2 Not Defined 15-29 25-52Tier 3 Not Defined 0-14 0-24
Phoneme Segmentation Fluency (PSF)
Fall Winter SpringTier 1 35+ 45+ 49+Tier 2 22-34 36-44 41-48Tier 3 0-21 0-35 0-40
Nonsense Word Fluency (NWF)
Fall Winter SpringTier 1 27+ 45+ 57+Tier 2 18-26 35-44 44-56Tier 3 0-17 0-34 0-44
Elementary Cut Score Progressions by Grade Level
KEy: Tier 1—At or Above Benchmark Tier 2—Below Benchmark Tier 3—Well Below Benchmark
42 Revised August 2017 • Independent School District 15 • St. Francis, Minnesota
Appendix
AIMSweb First Grade Cut Scores for Risk Calculation
Math
M-COMP (Computation)
Fall Winter SpringTier 1 7+ 26+ 37+Tier 2 3-6 15-25 26-36Tier 3 0-2 0-14 0-25
NIM (Number Identification Measure)
Fall Winter SpringTier 1 36+ 55+ 60+Tier 2 23-35 45-54 50-59Tier 3 0-22 0-44 0-49
QDM (Quantity Discrimination Measure)
Fall Winter SpringTier 1 18+ 28+ 32+Tier 2 10-17 22-27 27-31Tier 3 0-9 0-21 0-26
MNM (Missing Number Measure)
Fall Winter SpringTier 1 9+ 16+ 18+Tier 2 6-8 13-15 14-17Tier 3 0-5 0-12 0-13
Elementary Cut Score Progressions by Grade Level
KEy: Tier 1—At or Above Benchmark Tier 2—Below Benchmark Tier 3—Well Below Benchmark
MTSS Handbook 2017-18 • Revised August 2017 43
Appendix
AIMSweb Second Grade Cut Scores for Risk Calculation
Reading
R-CBM/ORF (Oral Reading Fluency)
Fall Winter SpringTier 1 55+ 80+ 92+Tier 2 22-54 48-79 62-91Tier 3 0-21 0-47 0-61
Math
M-COMP (Computation)
Fall Winter SpringTier 1 15+ 30+ 38+Tier 2 9-14 19-29 27-37Tier 3 0-8 0-18 0-26
M-CAP (Concepts and Applications)
Fall Winter SpringTier 1 5+ 13+ 18+Tier 2 3-4 7-12 9-17Tier 3 0-2 0-6 0-8
Elementary Cut Score Progressions by Grade Level
KEy: Tier 1—At or Above Benchmark Tier 2—Below Benchmark Tier 3—Well Below Benchmark
44 Revised August 2017 • Independent School District 15 • St. Francis, Minnesota
Appendix
AIMSweb Third Grade Cut Scores for Risk Calculation
Reading
R-CBM/ORF (Oral Reading Fluency)
Fall Winter SpringTier 1 77+ 105+ 119+Tier 2 43-76 65-104 84-118Tier 3 0-42 0-64 0-83
MAZE
Fall Winter SpringTier 1 11+ 14+ 15+Tier 2 7-10 9-13 10-14Tier 3 0-6 0-8 0-9
Math
M-COMP (Computation)
Fall Winter SpringTier 1 20+ 40+ 53+Tier 2 11-19 24-39 32-52Tier 3 0-10 0-23 0-31
M-CAP (Concepts and Applications)
Fall Winter SpringTier 1 5+ 10+ 14+Tier 2 3-4 6-9 9-13Tier 3 0-2 0-5 0-8
Elementary Cut Score Progressions by Grade Level
KEy: Tier 1—At or Above Benchmark Tier 2—Below Benchmark Tier 3—Well Below Benchmark
MTSS Handbook 2017-18 • Revised August 2017 45
Appendix
AIMSweb Fourth Grade Cut Scores for Risk Calculation
Reading
R-CBM/ORF (Oral Reading Fluency)
Fall Winter SpringTier 1 105+ 120+ 136+Tier 2 68-104 87-119 103-135Tier 3 0-67 0-86 0-102
MAZE
Fall Winter SpringTier 1 12+ 19+ 19+Tier 2 8-11 13-18 13-18Tier 3 0-7 0-12 0-12
Math
M-COMP (Computation)
Fall Winter SpringTier 1 23+ 42+ 55+Tier 2 14-22 27-41 35-54Tier 3 0-13 0-26 0-34
M-CAP (Concepts and Applications)
Fall Winter SpringTier 1 13+ 15+ 18+Tier 2 7-12 9-14 9-17Tier 3 0-6 0-8 0-8
Elementary Cut Score Progressions by Grade Level
KEy: Tier 1—At or Above Benchmark Tier 2—Below Benchmark Tier 3—Well Below Benchmark
46 Revised August 2017 • Independent School District 15 • St. Francis, Minnesota
Appendix
AIMSweb Fifth Grade Cut Scores for Risk Calculation
Reading
R-CBM/ORF (Oral Reading Fluency)
Fall Winter SpringTier 1 114+ 129+ 143+Tier 2 79-113 99-128 107-142Tier 3 0-78 0-97 0-106
MAZE
Fall Winter SpringTier 1 16+ 21+ 25+Tier 2 11-15 14-20 18-24Tier 3 0-10 0-13 0-17
Math
M-COMP (Computation)
Fall Winter SpringTier 1 12+ 20+ 30+Tier 2 7-11 11-19 17-29Tier 3 0-6 0-10 0-16
M-CAP (Concepts and Applications)
Fall Winter SpringTier 1 8+ 10+ 13+Tier 2 5-7 7-9 7-12Tier 3 0-4 0-6 0-6
Elementary Cut Score Progressions by Grade Level
KEy: Tier 1—At or Above Benchmark Tier 2—Below Benchmark Tier 3—Well Below Benchmark
MTSS Handbook 2017-18 • Revised August 2017 47
Appendix
Secondary Cut Scores for Risk Calculation (MCA correlated)
STAR 360 Reading Grades 6-12
Does Not Meet Partially Meets Meets Standards Exceeds
Grade 6 Below 564 SS 564-693 SS 694-975 SS At/Above 976 SS
Grade 7 Below 665 SS 665-840 SS 841-1158 SS At/Above 1159 SS
Grade 8 Below 734 SS 734-905 SS 906-1243 SS At/Above 1244 SS
Grade 9 Below 849 SS 849-976 SS 977-1295 SS At/Above 1296 SS
Grade 10 Below 879 SS 879-1044 SS 1045-1315 SS At/Above 1316 SS
Grade 11 Below 907 SS 907-1100 SS 1101-1322 SS At/Above 1323 SS
Grade 12 Below 949 SS 949-1172 SS 1173-1333 SS At/Above 1334 SS
Secondary Cut Scores for Risk Calculation (MCA correlated)
STAR 360 Math Grades 6-12
Does Not Meet Partially Meets Meets Standards Exceeds
Grade 6 Below 717 SS 717-790 SS 791-869 SS At/Above 870 SS
Grade 7 Below 740 SS 740-830 SS 831-893 SS At/Above 894 SS
Grade 8 Below 764 SS 764-845 SS 846-903 SS At/Above 904 SS
Grade 9 Below 776 SS 776-848 SS 849-911 SS At/Above 912 SS
Grade 10 Below 780 SS 780-855 SS 856-921 SS At/Above 922 SS
Grade 11 Below 801 SS 801-869 SS 870-938 SS At/Above 939 SS
Grade 12 Below 814 SS 814-887 SS 888-945 SS At/Above 946 SS
SS--Scaled Score is calculated based on the difficulty of questions in a student’s test and the number of correct responses. STAR scaled scores range from 0-1400 for STAR Reading and STAR Math. They can be used to compare student performance over time and across grade levels.
STAR Scaled Scores that fall in the ranges for categories Partially Meets and Meets Standards (MCA correlated), are indicated on the STAR rating of Below Benchmark Intervention (yellow).
48 Revised August 2017 • Independent School District 15 • St. Francis, Minnesota
References Buffum, A., Mattos, M., Weber, C. Simplifying Response to Intervention Four Essential Principles.
Solution Tree Press, Bloomington, IN, 2012.
Burns, M., & Gibbons, K. Implementing Response-to-Intervention in Elementary and Secondary Schools. Routledge, New York, NY, 2008.
Burns,M.,Riley-TIllman,T.,&VanDerHeyden,A.RTI Applications Academic and Behavioral Interventions Vol. 1. The Guilford Press, New York, NY, 2012.
Critical Components of MTSS: http://education.state.mn.us/MDE/EdExc/StandImplToolkit/Exploration/CriticalCompMTSS/index.html.
Eaker, Robert. Kid by Kid, Skill by Skill: Becoming a Professional Learning Community, presented at Professional Learning Communities at Work Institute, Minneapolis, MN, June, 2016.
Gregory, G., Kaufeldt, M. Mattos, M. Best Practices at Tier 1. Solution Tree Press, Bloomington, IN, 2016.
References