o Is the student meeting grade-level expectations?
o Is the student progressing towards meeting grade-level expectations?
o Has the student been retained?
o What are the students’ grades in curricular subjects? Do they reflect other data sources?
o i-Ready data/Universal Screening data - Has the student been identified as “at-risk”? If so, in what areas and what interventions have been provided?
o SC Ready or other summative data: Is the student performing significantly below same age peers?
o Indicator Aligned Inventory – Have screeners been performed to determine the specific area of need?
o Has the student been provided systematic and explicit instruction in phonological awareness, phonics, vocabulary, fluency, and comprehension?
o Is the student’s performance significantly different from similar peers (e.g., peers who are culturally/linguistically similar, peers receiving the same evidence-based intervention and core instruction, peers in the same grade level)?
o If the student has been participating in tiered intervention,
-What tools were used to identify specific areas of weakness?
-What intervention program or goals were used to target the specifically identified areas of weakness?
-What is the student’s rate of improvement and is it sufficient to reduce the risk of failure?
-What is the history of the changes made to the type, intensity, or duration of the intervention provided in order to make sufficient progress that exceeds what general education alone can sustain
-Has the intervention been provided with fidelity? What is the evidence that the intervention was provided with fidelity?
o Are there significant medical events that have impacted the student’s attendance?
o Did the school conduct a attendance conference with the parent to develop an attendance intervention plan?
o How many schools has the student attended?
o Were the absences sequential?
o What efforts were made to catch the student up with the rest of the class following absence(s)?
o Were there more absences in kindergarten, first, or second grade vs. third grade and up (relative to development of foundational skills)?
o Were the absences more centered around the days before testing or holiday break?
o Were the absences the same time every week?
o What do observations of the student reveal relative to differences in social interaction during educationally related and non-educationally related settings?
o Does the student appear to break behavioral rules and/or expectations they do not like, do not agree with, or that they do not know?
o Once the student learns a behavioral expectation, do they continue to break it? If so, why?
o Has the student had opportunities to be exposed to or learn appropriate behavioral expectations?
o What are the possible underlying reasons for the behavior (e.g., language acquisition, transition to new environment/country, academic challenges, mental health, previous diagnosis, etc.)?
o Has the student had consist interventions to address the area of behavior concern?
o Has the behavior coach been apart of the intervention plan to assist with observations, creating the plan, and supporting the classroom teacher?