3 RTI at Tier 2 Focus of Inquiry: What are the quality indicators of a Tier 2 program? 3
4 Evaluating a Student s Non- Responder Status: An RTI Checklist (Available Online)
5 RTI Non-Responder Checklist: Purpose The document Evaluating a Student s Non Responder Status: t An RTI Checklist was created to help schools to: audit the quality of their current RTI efforts in any academic area. create concrete guidelines for judging whether RTI intervention efforts for a particular student are of adequate quality. 5
7 Evaluating a Student s Non-Responder Status: t An RTI Checklist Interventions: e Evidence-Based & Implemented e ed With Integrity Tier 1: High-Quality Core Instruction Tier 1: Classroom Intervention Tier 2 & 3 Interventions: Minimum Number & Length Tier 2 & 3 Interventions: Essential Elements Tier 1, 2, & 3 Interventions: Intervention Integrity 7
11 Core Instruction & Tier 1 Intervention Focus of Inquiry: What are the indicators of high-quality core instruction for writing? 11
12 Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools A report to Carnegie Corporation of New York. Washington, DC Alliance for Excellent Education. Retrieved from WritingNext.pdf 12
13 The Effect of Grammar Instruction as an Independent Activity Grammar instruction in the studies reviewed [for the Writing Next report] involved the explicit and systematic teaching of the parts of speech and structure of sentences. The meta-analysis found an effect for this type of instruction for students across the full range of ability, but surprisingly, i this effect was negative Such findings raise serious questions about some educators enthusiasm for traditional grammar instruction as a focus of writing instruction for adolescents.overall, the findings on grammar instruction suggest that, although teaching ggrammar is important, alternative procedures, such as sentence combining, are more effective than traditional approaches for improving the quality of students writing. p. 21 Source: Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools A report to Carnegie Corporation of New York. Washington, DC Alliance for Excellent Education. 13
14 Evaluating the Impact of Effect Size Coefficients 0.20 Effect Size = Small 0.50 Effect Size = Medium 0.80 Effect Size = Large Source: Cohen,J. (1988). Statistical power analysis for the behavioral sciences (2nded.). Hillsdale,NJ:Erlbaum. 14
15 Elements of effective writing instruction for adolescents: 1. Writing Process (Effect Size = 0.82): Students are taught a process for planning, revising, and editing. 2. Summarizing (Effect Size = 0.82): Students are taught methods to identify key points, main ideas from readings to write summaries of source texts. 3. Cooperative Learning Activities ( Collaborative Writing ) (Effect Size = 0.75): Students are placed in pairs or groups with learning activities that focus on collaborative use of the writing process. 4. Goal-Setting (Effect Size = 0.70): Students set specific product goals for their writing and then check their attainment of those self- generated goals. Source: Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools A report to Carnegie Corporation of New York. Washington, DC Alliance for Excellent Education. Retrieved from 15
16 Elements of effective writing instruction for adolescents: 5. Writing Processors (Effect Size = 0.55): Students have access to computers/word processors in the writing process. 6. Sentence Combining (Effect Size = 0.50): Students take part in instructional activities that require the combination or embedding of simpler sentences (e.g., Noun-Verb-Object) to generate more advanced, complex sentences. 7. Prewriting (Effect Size = 0.32): Students learn to select, develop, or organize ideas to incorporate into their writing by participating in structured pre-writing activities. 8. Inquiry Activities (Effect Size = 0.32): Students become actively engaged researchers, collecting and analyzing information to guide the ideas and content for writing assignments. Source: Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools A report to Carnegie Corporation of New York. Washington, DC Alliance for Excellent Education. Retrieved from 16
17 Elements of effective writing instruction for adolescents: 9. Process Writing g( (Effect Size = 0.32): Writing instruction is taught in a workshop format that stresses extended writing opportunities, writing for authentic audiences, personalized instruction, and cycles of writing (Graham & Perin, 2007; p. 4). 10. Use of Writing Models (Effect Size = 0.25): Students read and discuss models of good writing and use them as exemplars for their own writing. 11. Writing to Learn Content (Effect Size = 0.23): The instructor incorporates writing activities as a means to have students learn content material. Source: Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools A report to Carnegie Corporation of New York. Washington, DC Alliance for Excellent Education. Retrieved from 17
18 Writing Blockers (Online)
19 Physical Production of Writing Y N Writing Speed. Writes words on the page at a rate equal or nearly equal to that of classmates Teach keyboarding skills Allow student to dictate ideas into a tape-recorder and have a volunteer (e.g., classmate, parent, school personnel) transcribe them. Y N Handwriting. Handwriting is legible to most readers Provide training in handwriting Teach keyboarding skills.
20 Mechanics & Conventions of Writing Y N Grammar & Syntax. Teach rules of grammar, syntax Knowledge of grammar (rules governing use of language) and syntax Have students compile individualized checklists of their own common grammar/syntax Y N (grammatical arrangement of words in sentences) is appropriate for age and/or grade placement Spelling. Spelling skills are appropriate p for age and/or grade placement mistakes; direct students to use the checklist to review work for errors before turning in. Have student collect list of own common misspellings; assign words from list to study; quiz student on list items. Have student type assignments and use spell-check.
21 "The difference between the right word and the almost right word is the difference between lightning and the lightning bug." Mark Twain
22 Writing Content Y N Vocabulary. Vocabulary in Compile list of key vocabulary and written work is age/grade appropriate related definitions for subject area; assign words from list to study; quiz student on definitions of list items Introduce new vocabulary items regularly to class; set up cooperative learning activities for students to review vocabulary. Y N Word Choice. Present examples to the class of Distinguishes word- formal vs. informal word choices choices that are Have students check work for appropriate for informal appropriate word choice as part of (colloquial, slang) writing revision process. discourse vs. formal written discourse
23 "Your manuscript is both good and original. But the part that is good is not original, and the part that is original is not good." Samuel Johnson
24 Writing Content (Cont.) Y N Audience. Identifies Direct students to write a targeted targeted audience for writing assignments and alters written content to audience profile as a formal (early) step in the writing process; have students evaluate the final writing match needs of projected audience product to needs of targeted audience during the revision process. Y N Plagiarism. Identifies when to credit authors for use of excerpts quoted verbatim or unique ideas taken from other written works Define plagiarism for students. Use plentiful examples to show students acceptable vs. unacceptable incorporation of others words or ideas into written compositions.
25 "Nothing is particularly hard if you divide it into small jobs." Henry Ford
26 Writing Preparation Y N Topic Selection. Have student generate list of general Independently selects appropriate topics for writing assignments topics that that interest him or her; sit with the student to brainstorm ideas for writing topics that relate to the student s own areas of interest. Y N Writing Plan. Creates writing plan by breaking larger writing assignments into sub-tasks (e.g., select topic, collect source documents, take notes from source documents, write outline, etc.) Create generic pre-formatted work plans for writing assignments that break specific types of larger assignments (e.g., research paper) into constituent parts. Have students use these plan outlines as a starting point to making up their own detailed writing plans.
27 Writing Preparation (Cont.) Y N Note-Taking. Researches topics by writing notes that capture key ideas from source material Teach note-taking skills; have students review note-cards with the teacher as quality check.
28 "When I sit at my table to write, I never know what it s going to be until I'm under way. I trust in inspiration, which sometimes comes and sometimes doesn't. But I don't sit back waiting for it. I work every day. " Alberto Moravia
29 Writing Production & Revision Response to Intervention Y N Adequate Seat Time. Allocates realistic amount of time to the act of writing to ensure a quality final product Use teacher s experience and information from proficient student writers to develop and share estimates of minimum writing seat time needed to produce quality products for typical writing assignments Have students keep a writing diary to record amount of time spent in act of writing for each assignment. (Additional idea: Consider asking parents to monitor and record their child s writing time.) Y N Oral vs. Written Work. Student s dictated and written passages are equivalent in complexity and quality Allow student to dictate ideas into a tape-recorder and have a volunteer (e.g., g, classmate, parent, school personnel) transcribe them Permit the student to use speech-to-text software (e.g., Dragon Naturally Speaking) to dictate first drafts of writing assignments.
30 Writing Production & Revision Response to Intervention Y N Revision Process. Revises initial i i written draft before Create a rubric containing the elements of writing i that students turning in for a grade or evaluation should review during the revision process; teach this rubric to the class; link a portion of the grade on writing assignments to students use of the revision rubric. Y N Timely Submission. Trns Turns Provide student incentives es for in written assignments (class work, homework) on time turning work in on time. Work with parents to develop home-based plans for work completion and submission. Institute school-home communication to let parents know immediately when important assignments are late or missing.
31 Writing Blockers
32 Writing Interventions Focus of Inquiry: How can our school find intervention programs or ideas to address writing delays? 32
33 Cognitive Strategy Instruction / This website contains a series of cognitive strategies for writing (and other academic areas) that students can be taught to use on their own.
34 FreeReading This open source website includes free lesson plans that target writing instruction and intervention.
35 What Works Clearinghouse This website reviews core instruction and intervention programs in reading/writing, as well as other academic areas. The site reviews existing studies and draws conclusions about whether specific intervention programs show evidence of effectiveness.
36 Best Evidence Encyclopedia This site provides reviews of evidence-based reading and math programs. The website is sponsored by the Johns Hopkins University School of Education's Center for Data-Driven Reform in Education (CDDRE).
37 National Center on RTI Instructional Intervention Tools Chart instructiontools Sponsored by the National Center on RTI, this page provides ratings to intervention programs in reading, math, and writing. Users can streamline their search by subject and grade level.
38 Writing School-Wide Screenings Focus of Inquiry: What school-wide screenings are available for writing and how is that information used in RTI? 38
39 RTI: Status of School-Wide Skills for Writing There are few RTI writing tools available for screening or progress-monitoring. For instance, the National Center on RTI lists only reading and math screening and progress-monitoring tools on its tools-ratings pages. 39
40 CBM Writing: Group-Administered Probe One RTI-compliant progress-monitoring tool that can be used to track the mechanics and conventions of writing is Curriculum-Based Measurement (CBM) Writing. CBM Writing can be administered to groups of students. The student is given a story starter (story stem) and asked to think for one minute about a story he or she would like to write. The student is then given 3 minutes to produce a writing sample. The CBM Writing probe is then scored for total words written, correctly spelled words, or correct writing sequences. 40
Connecting RTI and the Common Core: Teacher as Intervention 'First Responder' Jim Wright www.interventioncentral.org www.interventioncentral.org Intervention Central www.interventioncentral.org org www.interventioncentral.org
Self-Assessment: Writing Throughout the Content Areas Middle School Matters Institute An initiative of the George W. Bush Institute in partnership with The Meadows Center for Preventing Educational Risk
Ohio Standards Connection Writing Applications Benchmark A Write narrative accounts that develop character, setting and plot. Indicator: 1 Write stories that sequence events and include descriptive details
How the Common Core Works Series 2013 Jim Wright www.interventioncentral.org 1 How To: Structure Classroom Data Collection for Individual Students When a student is struggling in the classroom, the teacher
English Language Arts and Reading Generalist EC 6 Standards Final Texas State Board for Educator Certification Page i ENGLISH LANGUAGE ARTS AND READING GENERALIST EC 6 STANDARDS Standard I. Standard II.
Alexander and the Terrible, Horrible, No Good, Very Bad Day Language Arts Grade 1 Karen Welsh Centreville Elementary School Daily Lesson Plan Lesson One I. Suggested Time 30 45 minutes II. State and County
Grade 5 Lesson Plan Mr. President Subject: Language Arts: Writing Level: Grade 5 Abstract: In this lesson, students will write a persuasive letter to the President of the United States. Students will research
A Parent s Guide to Report Cards This guide is designed to help you understand the grading system and requirements for the Bethlehem Area School District Report Card for grades 1-5. If you have any questions
A Meta-Analysis of the Effectiveness of Teaching Handwriting Handwriting in the 21 st Century? An Educational Summit January 23, 2012 Steve Graham, Vanderbilt University Tanya Santangelo, Arcadia University
Some information adapted from: Beech, M. (2010). Accommodations: Assisting students with disabilities (3rd ed.). Tallahassee, FL: Florida Department of Education. Student has difficulty with reading comprehension
7 Setting Individual RTI Academic Performance Goals for the Off-Level Student Using Research Norms Students with significant academic deficits can present particular challenges as teachers attempt to match
TASIS England Summer School TASIS English Language Program (TELP) Description of Levels and TELP Level Descriptions There are 6 levels of instruction, ranging from classes to serve those with very basic
TExES English Language Arts and Reading 4 8 (117) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources.
BUILDING CURRICULUM ACCOMMODATION PLAN 2014-2015 ERIC STARK, PRINCIPAL KATE PERETZ, ASSISTANT PRINCIPAL Alone we can do so little; together we can do so much. Helen Keller FRANKLIN PUBLIC SCHOOLS VISION
ENGL 304: Advanced Composition: Business Writing Course Overview Welcome to English 304! This course is designed to teach you the skills of effective business communication. Have you ever: read a set of
MILWAUKEE AREA TECHNICAL COLLEGE Course Syllabus Fall 2005 Course: Communication Skills English 801-151-504 Credits: 3 Class Meets: Mondays in M 677 5:00 to 7:55pm Writing Lab is in C 281 Instructor: Office:
How the Common Core Works Series 2013 Jim Wright www.interventioncentral.org 1 How To: Track Growth in Written Expression in the Elementary Grades The act of writing is complex. Translating thought into
Grade 4 Second Prompt Expository Writing a Summary English/Language Arts Content Standards: 1.0 Writing Strategies 2.0 Writing Applications (Genres and Their Characteristics) 2.4 Write summaries that contain
Teaching Basic WRITING SKILLS Strategies for Effective Expository Writing Instruction www.sopriswest.com/tbws DRAFT B JUDITH C. HOCHMAN A+ A final copy must be free of errors, and should be completed in
Language Arts Literacy : Grade 5 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their
Elementary Literacy Plan A Vision for Literacy Learning to read and write is one of life s most important achievements. A student s success in literacy development enhances learning in all subject areas,
150624 Contents Building a supportive writing community 1 The teaching focus... 2 Planning modelled writing lessons 3 Before writing... 3 Step 1: Identifying the writing task in context and... 3 Step 2:
Ohio Standards Connection Writing Applications Benchmark C Produce letters (e.g. business, letters to the editor, job applications) that follow the conventional style appropriate to the text and include
Criteria for Selecting a Reading Intervention This rubric is designed to help educators evaluate RTI 2 intervention materials for reading. The criteria for the rubric were established based on research
Guidance Document 1 Quick Check Guidance Document Using PALS Quick Checks for Response to Intervention (RtI) What are Quick Checks? PALS Quick Checks are criterion-referenced brief measures administered
Zip Zoom English With professional development from Scholastic RED Aligns to Criteria for Title III English Language Acquisition The purpose of Title III English Language Acquisition (ELA) is to ensure
Language Arts Literacy : Grade 6 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their
Curriculum-Based Measurement: Directions for Administering and Scoring CBM Probes in WRITING Excerpt from: Curriculum-Based Measurement: A Manual for Teachers Jim Wright, School Psychologist Syracuse City
Elementary Language Arts The Language Arts program challenges students to read, write, listen, and speak effectively in order to communicate with others. There is a strong literacy connection that is embedded
GUIDELINES FOR THE IEP TEAM DATA COLLECTION & Progress Monitoring Decisions about the effectiveness of an intervention must be based on data, not guesswork. Frequent, repeated measures of progress toward
Writing Measurable Annual Goals and Benchmarks/ Short-term Objectives February 2013 Region 3 Monitors MARSE RULE OCT. 18, 2011 R340.1721e Individual Educational Program (a) A statement of measurable annual
Teaching Writing to Students with Learning Disabilities by Bruce Johnson In order to meet the needs of students with learning disabilities, I have made some changes in the way I teach writing to composition
Grade 3 Lesson Plan Subject: Language Arts: Writing Level: Grade 3 Me, Myself, and I Abstract: In this lesson, students will write their life story. Reflecting on a series of key questions, students will
Louisiana English Language Arts Content Standards BENCHMARKS FOR 5 8 BOOK TITLE: Houghton Mifflin Reading 2001, Level 5 Teacher s Books Grade 5 PUBLISHER: Houghton Mifflin Company STANDARD 1 ELA-1-M1 ELA-1-M2
Progress Monitoring and Data Based Decision Making in the Context of RTI Donald L. Compton Vanderbilt University National Research Center on Learning Disabilities 2006 NYU RTI Conference 1 RTI: Three Tiers
How the Common Core Works Series 2013 Jim Wright www.interventioncentral.org 1 How To: Assess Reading Speed With CBM: Oral Reading Fluency Passages A student's accuracy and speed in reading aloud is an
NW COLORADO BOCES ALTERNATIVE LICENSURE PROGRAM 1 *For specific online course requirements, please refer to the attached course handout entitled Comprehensive Online Teacher Induction Program and Alternative
Fourth Grade Writing : Text Types and Purposes Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process
Attainment Curriculum Resources RTI Workshop PDF Reproducibles Attainment Curriculum Resources RTI Workshop Forms and worksheets for implementing a successful RTI program Self-assessment planning for six-step
I. To Be Completed By Parents: ATLANTA SPEECH SCHOOL LEARNING LAB Middle School/High School Questionnaire CHILD: BIRTHDATE SCHOOL: DATE: GRADE: My child is applying for services at the Atlanta Speech School.
Orientation for Basic Language Skills Rai Thompson, M.Ed., LDT, CALT-QI Coordinator, Basic Language Skills Curriculum firstname.lastname@example.org Elisa Barnes, M. Ed., LDT, CALT-QI Coordinator, Preparation Programs
Ohio K-12 Academic Content Standards Alignment English/Language Arts OAC 3301-24-03 (C) Colleges and institutions are to align their teacher preparation programs with the K-12 Ohio Academic Content Standards
How Progress Monitoring Assists Decision Making in a Response-to-Instruction Framework Deborah Speece Department of Special Education University of Maryland My colleagues and I studied a response-to-instruction
Education in our times must try to find whatever there is in students that might yearn for completion, and to reconstruct the learning that would enable them autonomously to seek that completion. Allan
What s the Big Idea? Understanding Media Messages An Arts-Integrated Performance Task using Understanding by Design by Kim Chronister 2011 What s the Big Idea? Seminars are supported through grants from
Exemplary Planning Commentary: Elementary Literacy! This example commentary is for training purposes only. Copying or replicating responses from this example for use on a portfolio violates TPA policies.
Ohio Standards Connection Writing Applications Benchmark E Write a persuasive piece that states a clear position, includes relevant information and offers compelling in the form of facts and details. Indicator
Grade 5 Second Prompt Expository Writing an Essay Answer English/Language Arts Content Standards: 1.0 Writing Strategies 2.0 Writing Applications (Genres and Their Characteristics) 2.3 Write research reports
Business Letters 1) Applications: g.5.3 Write letters that state the purpose, make requests, or give compliments and use business letter format. Lesson objectives Teachers' notes AutoSave 1 Subject: Topic:
By Dr. Elizabeth Stevens and Dr. Denise Johnson Literacy 101: Understanding the edtpa Literacy Terms and Tasks edtpa for Elementary Teacher Candidates The edtpa Elementary Education assessment is composed
1 Word Boxes: Helping Students Spell Christine Jajack Central College Christian Academy, Westerville Keywords collaboration, spelling, individualized instruction Abstract The purpose of this project was
Understanding Types of Assessment Within an RTI Framework Slide 1: Welcome to the webinar Understanding Types of Assessment Within an RTI Framework. This is one of 11 webinars that we have developed at
Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 4 I. READING AND LITERATURE A. Word Recognition, Analysis, and Fluency The student
School Psyched Podcast : RTI and the School Psychologist Jim Wright www.interventioncentral.org www.interventioncentral.org Workshop PPTs and handout available at: http://www.interventioncentral.org/schoolpsyched
Helping English Language Learners Understand Content Area Texts English language learners (ELLs) experience intense problems in content area learning because they have not yet acquired the language proficiency
Performance Task Lesson For the Unit on Coordinate Graphing Plotting Points Introduction participate in a performance task created to give them more practice in accurately plotting points on a Cartesian
LANCE M. GENTILE PHD, LANGUAGE & LITERACY CONSULTANTS, P.O. BOX 1908 GOLETA, CA 93116 (805) 681-9094 YOOHOO1 @MSN.COM WEB: LANCEGENTILE.COM RESPONSE TO INTERVENTION (RTI) Successful Implementation to help
A Correlation of Grade 4, To the Introduction This document demonstrates how, meets the College and Career Ready. Correlation page references are to the Unit Module Teacher s Guides and are cited by grade,
College of Southern Maryland Languages and Literature Master Syllabus for English Composition Courses Composition and Rhetoric ENG-1010 Revision 7/1/14 This Master Syllabus is not to be confused with individual
Syllabus Course: Pyramid Response to Intervention: How to Respond When Kids Don t Learn Presenters: Austin Buffum, Mike Mattos, and Chris Weber Credits: 3 Instructor: Jessica Kessler Email: Courseadministrator@kdsi.org
Guide to Understanding Scores on the English Language Development Assessment (ELDA) In the spring of 2007, your students took the English Language Development Assessment (ELDA). The enclosed score reports
Writing Rubrics Eighth Grade Based on the California State Writing Standards Created by Miller seventh grade team 4/05 1 Table of Contents Section 1: Student Rubrics Six Plus One Traits: Eighth Grade Writing
Designing Lessons for Diverse Learners by Natalie Olinghouse 2008 Who deserves accommodations? Everyone! Instructional accommodations are not just for students who are struggling. When accommodations are
TESOL Standards for P-12 ESOL Teacher Education 2010 1 = Unacceptable 2 = Acceptable 3 = Target Standard 1. Language: Candidates know, understand, and use the major theories and research related to the
Haig School Literacy Policy 1. AIMS We aim to develop pupils abilities within an integrated programme of Speaking & Listening, Reading & Writing. Pupils will be given opportunities to develop their use,
Grade 3 Language Arts/Writing Unit 4 of 14 Persuasive: Speech Overview Overall days: 15 1 day = 50 minutes (The number of days is a guide for pacing to ensure that all the curriculum units for the year
Developing a Functional Schedule Current Status In A master schedule is posted for each day of the week. The master schedule includes times for each activity. The master schedule is stable and predictable
Differentiated Instruction In any classroom, students will have a range of abilities, needs and interests. Differentiated instruction is any instructional strategy that recognizes and supports individual
How Imagine Learning Response to Intervention Imagine Learning 191 River Park Drive Provo, UT 84604 866.377.5071 How Imagine Learning Supports Response to Intervention (RTI) There are a variety of descriptions
CHAPTER 4 Summarizing and Paraphrasing Summarizing and paraphrasing are skills that require students to reprocess information and express it in their own words. These skills enhance student comprehension
The Introduction To The Writing Process Animate And Publish Your Stories With The Zimmer Twins. Grades: 4-6 Subjects: English, English As A Second Language Overview of Lesson Plan: Help students develop
1 st Grade READING: Informational Text Identifies the main topic and retells key details of an informational text EL 1 RI.1.2 4.0 In addition to Score 3.0, in- depth inferences and applications that go
RTI in the Classroom: The Role of the Teacher as Intervention 'First Responder' Jim Wright www.interventioncentral.org www.interventioncentral.org Download PowerPoints and Handouts from this Keynote Available
Reviews of Scholarly Literature Reviews of scholarly literature describe and evaluate important research ( literature ) available on a topic. We consult literature reviews when we need an overview of such
READING SPECIALIST STANDARDS Standard I. Standard II. Standard III. Standard IV. Components of Reading: The Reading Specialist applies knowledge of the interrelated components of reading across all developmental
Teaching All Students to Read: Practices from Reading First Schools With Strong Intervention Outcomes Summary Document Elizabeth Crawford and Joseph Torgesen Introduction One of the most critical needs
IMPROVING STUDENT WRITING 1 Improving Student Writing through Automated Formative Assessment: Practices and Results International Association for Educational Assessment (IAEA) 2014 Conference Singapore
Three Tiered Model Assessment by response to intervention Tier 1 Provide classroom support Tier 2 Provide more intensive support Tier 3 Consider special education Monitor and evaluate at all stages Tier
Reading Competencies The Third Grade Reading Guarantee legislation within Senate Bill 21 requires reading competencies to be adopted by the State Board no later than January 31, 2014. Reading competencies
Irvine Unified School District LANGUAGE ARTS CONTENT STANDARDS GRADE 1 READING Students understand the basic features of a reading. They select and know how to translate letter patterns into spoken language