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Background
Background
Research suggests that most students can achieve grade level standards when provided with high-quality universal prevention and targeted intervention if such instruction is delivered with adequate fidelity. Some students, however, demonstrate significant and persistent needs that require increasingly intense instructional approaches. It is important that schools develop selection process to help identify students quickly (to avoid wasting time on ineffective intervention), accurately (to ensure school resources needed for intensifying are reserved for students with the greatest need), and equitably.
District Pre.Data.docxWhat does Your Data say about the health of Your System?
What does Your Data say about the health of Your System?
What percentage of students are at or above benchmark? What percentage are below benchmark? What percentage are well below?
What percentage made acceptable progress between benchmarks? What percentage made less than typical percentage?
Do you have any missing data?
How does this years performance compare to previous years? To state norms? To national norms?
Do you have any schools/grade-levels with evidence of more need?
What does your MTSS fidelity data suggest about implementation of Tier 1? Tier 2? Tier 3?
Know Your Limits: How many Students Can Feasibly Participate in Intensifying Literacy Instruction in your school
Know Your Limits: How many Students Can Feasibly Participate in Intensifying Literacy Instruction in your school
Student Enrollment
Student Enrollment
How many students are in enrolled in your school/grade level?
Experience
Experience
.01 = New to ILI
.02 = Implemented for 1-2 years
.03 = implemented for 3+ years
.04 = fidelity data shows strong implementation
Maximum Number
Maximum Number
Multiply enrollment x your level of experience to identify the maximum number of students you can feasibly support
Develop Selection Criteria for your District/School
Develop Selection Criteria for your District/School
Significant Need
Scores “well below” average (more than 2 Standard Deviations below the mean) on a universal screening measure
97.5% of students have higher scores
Persistent Need
Student scores indicate that the student made progress that was “well below” expectations
Student continues to receive scores in the “well below” range even after intervention
Step 1: Identify Potential Students
Step 1: Identify Potential Students
Chippewa Hills Selection Criteria.docxUse the Established Selection Criteria to Quickly Triage Students
Use the Established Selection Criteria to Quickly Triage Students
For students
Step 2: Gather Available Data for Potential Students
Step 2: Gather Available Data for Potential Students
Student Selection Step 2.pdfBlank Data Collection Form
Blank Data Collection Form
Use this form after you have identified a pool of potential students who might need intensive intervention in order to gather additional data.
Sample Data Collection Form
Sample Data Collection Form
This provides a sample of data collected for a student. When scores were well-below expectations (more than 2 standard deviations below the measure mean) a check is placed in the "well-below expectations" column
Step 3: Examine The Students' Response to Prior Intervention
Step 3: Examine The Students' Response to Prior Intervention
Did this student participate in a tier 2 intervention? What intervention(s)?
Was the intervention delivered with fidelity (dosage, adherence, student engagement, student receipt?
Was the student's progress monitored?
Do progress monitoring data indicate inadequate progress?
If the answer to all questions is yes: Student requires intensive intervention. If the answer to any of these questions is no: initiate or continue Tier 2 intervention with fidelity.
Student Selection Step 3.pdfBlank Form
Blank Form
Student Selection Step 3_sample.pdfSample Form
Sample Form
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