1. MTSS and AIMSweb Pittsburg Community Middle School Shay Sievert

2. Impact on Learning  Our MTSS structure is solid. With currently adding the AIMSweb Screening System, which includes the components of comprehension, accuracy and fluency to that structure, we will have the ability to pinpoint the above skills as they impact our students on a regular learning basis.  These are skills that may be causing a deficit now or they may cause a deficit in the future for students who do not have a solid foothold in these learning skills.

3. Impact on Learning  The skills of fluency and accuracy, in both reading and math, are not “caught” on State Assessments. State Assessments are not indicators of fluency or accuracy.  The purpose of a school wide screener, such as AIMSweb, is to identify these skills and any issues with them.  The purpose off MTSS is to offer a class time to work on those skills specifically and therefore impact the grade level core instruction. With our target we are able to offer support and differentiation to all students.  We are closing gaps in our students’ learning at their instructional level while assuring their core grade level instruction is in place.

4. Impact on Learning  In the content areas of math and reading, which impact all content area learning, when fluency suffers, comprehension slows.  Reactive thinking is strengthened by increasing the ability to process information in accuracy, fluency and comprehension.  Focusing on fluency is important to increase the ease in which students can access information and knowledge.

5. So Where Are We…  As Always YOU ARE FABULOUS!!!!!!  As Always YOU HAVE BEEN SOOOO FLEXIBLE!!!  As Always…something is always changing  As Always we must be willing to be inconvenienced for a child…you each live this out on a daily basis and I am so very thankful for each of you and all you do

6. Procedures for MTSS Reading

8. Step 7: Reviewing Progress  Academic Coordinator will meet with grade levels of all core classes on Data Fridays to review the progress of the Tiered students  We will take into consideration the following o Data o Absences o Behavior o Fidelity of Instruction and Interventions o Outside family factors or disturbances  We will discuss and make decisions on the following 3; o First, will the student move a Tier o Second, will we continue the Instruction and Interventions in place o Third, will me modify the instruction and interventions in place

9. Grouping Worksheet Group 1; Students that score below target level on the MAZE who are accurate and fluent. Can be green, yellow or red. Group 2; Students that score below target level on the MAZE, who are accurate, but not fluent. Can be green, yellow or red. Group 3; Students that score below target level on the MAZE and who are not accurate or fluent. Can be green, yellow or red. Group 4; Students that score below target level on the MAZE who are fluent, but not accurate. Can be green, yellow or red.

10. AIMSweb Target Chart

11. Four Quadrant Instructional Sort Group 1 Accurate and Fluent Reader Instructional Focus: Comprehension Question: Are student’s comprehension and vocabulary skills on grade level? If yes, continue to provide strong initial instruction (Tier 1). If no, determine instructional needs in the areas of comprehension and/or vocabulary skills. Are students motivated to perform their best on given tasks? Have students experienced behavior problems (i.e. trying to avoid tasks or escape instruction)? Plan of Action: Instruction on monitoring for meaning Instruction on determining main ideas Instruction on fix-up strategies Instruction on basic comprehension skills; main idea, sequencing, compare and contrast, character, setting, etc. Instruction on specific words and word learning strategies Ensure student is actively engaged Provide additional motivation through goal setting, progress monitoring Monitoring Tool: AIMSweb Benchmark testing 3x a year AIMSweb progress monitoring 2x a month Retell Strategy work Vocabulary knowledge Quadrant Exit Criteria: Proficient in AIMSweb. Demonstrates grade level comprehension skills and vocabulary.

12. Four Quadrant Instructional Sort Group 2 Accurate and Slow Reader (lack of automaticity) Instructional Focus: Fluency Question: Is slow reading characteristic of the student’s daily performance? Are students motivated to perform their best on given tasks? Have students experienced behavior problems (i.e. trying to avoid tasks or escape instruction)? Plan of Action: Instruction on automaticity at the word, phrase, sentence and passage level. Repeated reading, assisted reading and pacing of passages in both F/NF passages Instruction on grouping words to make meaning, pacing and attention to punctuation Use both narrative and informational texts Monitoring Tool: AIMSweb Benchmark testing 3x a year AIMSweb progress monitoring 2x a month; Maze and CBM Monitor accuracy and fluency through Read Naturally Reports Quadrant Exit Criteria: Oral reading fluency benchmark for grade level and time of year and/or proficient in AIMSweb CBM and Maze. Demonstrates grade level comprehension skills and vocabulary.

13. Four Quadrant Instructional Sort Group 3 Inaccurate and Slow Reader Instructional Focus: Specific Phonics or Phonological Awareness skills, or Sight Words depending on further assessments Question: What are the missing decoding skills? What are the missing sight words? Are students motivated to perform their best on given tasks? Have students experienced behavior problems (i.e. trying to avoid tasks or escape instruction)? Plan of Action: Instruction on missing decoding skills Instruction on missing sight words Improving phonic skill and phonological awareness skills Work on applying skills to connected text at instructional level Work on fluent reading at independent level using decodable text Monitoring Tool: Quick Phonics Screener AIMSweb Benchmark testing 3x a year AIMSweb progress monitoring 2x a month; Maze and CBM Monitor accuracy and fluency through Read Naturally Reports if applicable *expect a change in accuracy before fluency If the strategies to encourage accuracy do not improve, consider further diagnostic assessments to determine instructional need using the DAR (Diagnostic Assessment of Reading) or the Quick Phonics Screener Quadrant Exit Criteria: Oral reading fluency score shows movement into Quadrant 1 or Quadrant 2 and/or proficient in AIMSweb Maze CBM. Demonstrates grade level comprehension skills and vocabulary.

14. Four Quadrant Instructional Sort Group 4 Inaccurate and Fluent Reader Instructional Focus: Depends on student’s response to self-monitoring strategy and further assessments if needed Question: Are students motivated to perform their best on given tasks? Have students experienced behavior problems (i.e. trying to avoid tasks or escape instruction)? If cued to do best reading, does student’s accuracy improve? Plan of Action: *if cueing improves accuracy then; Teach self-monitoring strategy Challenge student to read portions of the text with 2 or less errors. Teach student to adjust rate of reading to type of text and purpose for reading *if accuracy does not improve by cueing complete the DAR (Diagnostic Assessment of Reading) or Quick Phonics Screener; Instruction in sight words Instruction on missing decoding skills Monitoring Tool: AIMSweb Benchmark testing 3x a year AIMSweb progress monitoring 2x a month; Maze and CBM If the strategies to encourage accuracy do not improve, consider further diagnostic assessments to determine instructional need using the DAR (Diagnostic Assessment of Reading) or the Quick Phonics Screener *expect a change in accuracy before fluency Quadrant Exit Criteria: Oral reading fluency moves into range for Quadrant 1 and/or proficient in AIMSweb Maze CBM. Demonstrates grade level comprehension skills and vocabulary.

15. Group 1 Focus: Dig deeper in the areas of reading comprehension, including vocabulary and specific comprehension strategies Resources: Comprehension Strategies 6 Way Paragraphs Skimming and Scanning Vocabulary Group 1: Fluent and Accurate Group 2: Accurate but Slow Rate (lack of automaticity) Group 3: Inaccurate and Slow Rate Group 4: Inaccurate but High Rate (fluent)

16. Group 2 Group 1: Fluent and Accurate Group 2: Accurate but Slow Rate (lack of automaticity) Group 3: Inaccurate and Slow Rate Group 4: Inaccurate but High Rate (fluent) Focus: Build reading fluency skills. Use repeated reading, paired reading and embed comprehension. Resources: 6 Minute Solutions Fluency Program Practice Skills: 6 th ; Building Fluency; variety of genres, building fluency 4 th -6 th ; Fluency Lessons for the Overhead; phrasing, rate and expression 5 th -6 th ; Perfect Poems; strategies for building fluency 4 th -6 th ; Partner Poems for Building Fluency 5 th -6 th ; Fluency Practice Read Aloud Plays 6 th -8 th ; Developing Reading Fluency; modeled reading, phrasing, repeated Readers Theater: Leveled Readers Theater; 5 th grade Leveled Readers Theater; 6 th + 10 American History Plays; 4 th -8th American History; 3 rd -4th Judge for Yourself; Famous American Trials; 6 th -12 th Frantic Frogs and Fractured Folktales; 4 th -8 th Silly Salamanders and other Slightly Stupid Stuff; 4 th -8 th Readers Theater; 6 th Scary Readers Theater; 2 nd -6 th

17. Group 3 Focus: Further investigating alphabetic principle (phonics) and accuracy. Instruction on missing decoding skills and missing sight words. Work on applying skills to connected text at instructional level. Resources: Quick Phonics Screener by Dr. Jan Hasbrouck Rewards Phonics Boost and Blitz Word Warm-Ups 1; Phonics and Decoding Exercises Automaticity in reading phonetically decodable one-syllable words Word Warm-Ups 2; Phonics and Decoding Exercises Automaticity in reading phonetically decodable two-syllable words Group 1: Fluent and Accurate Group 2: Accurate but Slow Rate (lack of automaticity) Group 3: Inaccurate and Slow Rate Group 4: Inaccurate but High Rate (fluent)

18. Group 4 Focus: Further investigate inaccuracy. If reader cannot self-correct errors, complete the DAR (Diagnostic Assessment of Reading) or Quick Phonics screener to determine instructional need. Resources: Teach student to self-monitor reading accuracy and to adjust rate of reading to type of text and purpose for reading. Table tap when student make an error. This will help the student read more carefully and more accurately. Challenge the student to read a portion of the text with 2 or less errors. Teach student to adjust rate of reading to type of text and purpose for reading. If student does not improve accuracy pair with instruction and resources from Group 3 for decoding skills Group 1: Fluent and Accurate Group 2: Accurate but Slow Rate (lack of automaticity) Group 3: Inaccurate and Slow Rate Group 4: Inaccurate but High Rate (fluent)

19. Procedure for MTSS Math

20. Procedure for MTSS Math Step 4 Determine Focus of Intervention

21. Procedure for MTSS Math

22. AIMSweb This is the screen that will appear once you are logged in. AIMSweb has 25 years of sound, research based data. The testing meets all requirements for a screener in the content areas of Reading and Math.

23. Viewing Teacher Reports 1.Click Reports on the tabs on top. 2.Choose Grade and hit go. 2.Choose Teacher and hit go. 3.If you do not hit go it will not advance to the appropriate screen at anytime in this process.

24. Viewing Teacher Reports This is the section you will see when you are ready to choose a classroom report. The content choices are the tabs across the top. To switch tabs simply click on the tab. Click the circle of the test you want to display in your report. The first report we will look at is the Tier Transition Report.

25. Viewing Teacher Reports Tier Transition Report Provides a comparative snapshot that tracks student progress and movement across fall, winter and spring periods for your classroom. Do not change the report options on this report. They are set and accurate.

26. Viewing Teacher Reports Scores and Percentiles *Rainbow Report This report displays a list of students ordered by benchmark scores and percentile cut-offs. Click on the report and then hit expand at the top.

27. Viewing Teacher Reports

28. 1.Click the Norm Circle. 2.Change the Comparison to AIMSweb National Norms. 3.Criteria needs to be on AIMSweb defaults. 4.Mark the period in which you are looking for results. Current would be fall. 5.Click Display or it will change the options you chose on the report.

29. Viewing Teacher Reports This is what your final display should look day.

30. Viewing Teacher Reports Summary of Impact Report Separates students who are Benchmarked, Strategic Monitored, and Progress Monitored, displays each Benchmark score and indicates if the student reached the designated last Benchmark goal.

31. Viewing Teacher Reports Expand and change option to show as display in this screenshot. Determine what Measure Type and Measure you are looking for.

32. Viewing Teacher Reports This shows the students status and what type of monitoring they receive.

33. Questions? What questions do you have?