Section 3: Screening and Intervention Placement Guidelines

Universal Screening

Three times per year, Title I teachers schedule and test the entire student population. A training review is required for every test administrator prior to assessing students. Work with SpEd teachers to train SpEd staff. Quality control checks for validity and reliability should occur every testing period. When doing data entry for PRF, make sure data is entered at the item level so that accuracy can be calculated. Eliminate data entry mistakes by cross checking student scores (check entered scores against booklet scores).

Title I Selection Device

Selection Device information will need to be completed for the September and January Universal Screening. The Selection Device will be used to guide decision making for Title services at the September and January Grade Level Meetings. Information for the selection device will be gathered from the easyCBM database, records related to students, and teacher input.

• DIBELS Reading Universal Screenings: Sort for the 35th percentile and below in fluency and 30^th percentile and below in comprehension.

• Gather related information (ELD, Speech and Language, IEP, McKinney Vento eligibility, summer school, attendance, SIV, etc.) from the classroom teachers and students’ CUM files.

• Assign points in the Title I selection device.

Once all of the information has been entered into the Title I selection device, sort the Total column from Highest to Lowest. Students with the highest scores are the students whose information shows that they should be served in Title. Teachers may have some other students that they also would like to discuss that might not have made it on the list. It will be important to collect the same information and add those students to the selection device before a final decision is made.

Intervention Placement Guidelines

School-wide/District-wide decision rules outline which students will receive additional support:

· Based on school-wide screening data and Title I selection device

· Based on available resources and system capacity

o Lowest 20% to 30%

o All students well below benchmark

The intervention placement team determines each student’s area of instructional need by reviewing the Big 5 of Reading and understanding that they build from one to the next:

1. Phonemic Awareness

2. Phonics (Alphabetic Principle)

3. Oral Reading (Accuracy & Fluency)

4. Reading Comprehension

5. Vocabulary

Ensure an instructional match by answering the following four questions about each student:

· What is the skill need?

· How big is that need?

· What interventions address that need?

· How do we implement the program?

Remember that Accuracy is more important than Fluency. Follow these guidelines when refining instruction:

Accurate with Skill?

Fluent at Skill?

Able to Apply Skill?

If no, teach the skill.

If yes, move to fluency.

If no, teach fluency/ automaticity.

If yes, move to application.

If no, teach application.

If yes, move to a higher level skill/concept.

Notify parents each time a student is placed into an intervention or when an intervention is modified.

Approved Intervention Materials