Decision Rules

COLLABORATION TEAM RULES- TIER 1

  • FALL DIAGNOSTIC DATA COLLECTED
    • Plan your curriculum according to data
  • MID-YEAR DIAGNOSTIC DATA
    • Have 80% of your students made 50% (half year’s) growth
      • YES- Continue Curriculum
      • NO- Adjust Curriculum
  • END OF YEAR DIAGNOSTIC DATA
    • Did 80% of your students make their years’ growth goal?
      • YES- Continue Curriculum
      • NO- Adjust Curriculum


COLLABORATION/STARS TEAM RULES- TIER 2

STARS- Study Team for At-Risk Students

 

  • DIAGNOSTIC DATA COLLECTED
  • I-READY LESSONS IMPLEMENTED
  • INTERVENTION STARTED (parent notification)
  • EVERY 2 WEEKS PROGRESS MONITORING (Passage Reading Fluency and/or Math Fact Fluency)
  • 4 WEEK CHECK-  
    • Has the child made growth?
    • Has the teacher seen improvement in the classroom?
      • YES- Continue I-Ready Lessons
      • NO- Plan small group work
  • 8 WEEK CHECK-
    • Student progress sent to parent/guardian
    • Has the child made growth?
    • Has the teacher seen improvement in the classroom?
      • YES- Continue Intervention
      • NO- Proceed to STARS/TIER 3

GUIDING ACADEMIC QUESTIONS

  • What has changed academically during the implementation of Tier 2?
  • What evidence-based intervention was provided?
  • Who was responsible for implementing the intervention?
  • Was the intervention provided as designed?
  • Was fidelity and integrity of intervention achieved?
  • Do we have enough information to make a decision?
  • Have the data points been reviewed?
  • Has the rate of improvement/goal been met?
  • Is the area of deficit validated?
  • Do we need to change the intervention?
  • Do we need to do any additional assessment?

 

GUIDING BEHAVIORAL QUESTIONS

  • Does the behavior present itself in isolation?
  • Does the behavior occur in conjunction with other behaviors?
  • Have you identified target behaviors to address?
  • How many times per day does the behavior occur?
  • Is the behavior sensory based?
  • Is the behavior attention based?
  • Is the behavior escape or avoidance based?
  • Do we have any background medical information?


STARS RULES- TIER 3

 

  • BASELINE DATA COLLECTED
  • INTERVENTION PLAN WRITTEN
  • INTERVENTION STARTED (parent notification)
  • WEEKLY PROGRESS MONITORING
  • 4 WEEK CHECK-  
    • Has the teacher seen improvement?
    • Has the child met their Goal?     (Baseline + [(Norm 50%ROI x 1.5) X # Weeks] = GOAL
      • YES- Continue Intervention
      • NO- Start a different intervention
  • 8 WEEK CHECK-
    • Student progress sent to parent/guardian
    • Has the teacher seen improvement?
    • Has the child met their Goal?
      • YES- Continue Intervention OR Start Tier 2
      • NO- Special Education Referral

 

GUIDING ACADEMIC QUESTIONS:

  • Has student made gains, or is student continuing to fall behind?
  • What has changed academically during the implementation of Tier 2?
  • What evidence-based intervention was provided?
  • Who was responsible for implementing the intervention?
  • Was the intervention provided as designed?
  • Was fidelity and integrity of intervention achieved?
  • Do we have enough information to make a decision?
  • Have the data points been reviewed?
  • Has the rate of improvement/goal been met?
  • Is the area of deficit validated?
  • Do we need to change the intervention?
  • Do we need to do any additional assessment?
  • Were a sufficient number of data points collected?
  • Does the data indicate that the student will require intensive support beyond that provided in the general classroom?
  • Who is responsible for obtaining consent for evaluation, if necessary?

 

GUIDING BEHAVIORAL QUESTIONS

  • Does the behavior present itself in isolation?
  • Does the behavior occur in conjunction with other behaviors?
  • Have you identified target behaviors to address?
  • How many times per day does the behavior occur?
  • Is the behavior sensory based?
  • Is the behavior attention based?
  • Is the behavior escape or avoidance based?
  • Do we have any background medical information?



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