For behavior, progress monitoring assessments monitor intervention effects for individual students. Student ODR data, with individual student monitoring data (e.g., point/goal sheets), are used to determine the extent to which targeted behaviors improve as a result of intervention. Adapted from (Kansas State Department of Education, 2011) When establishing the assessment system, not only do assessments need to be chosen, but a schedule must also be established. The assessment schedule will indicate when assessments are given. Below is a simple example of an assessment schedule. Example Assessment Schedule Assessment Assessment Schedule Universal Screening DIBELS Next Screening for Reading First two weeks of school Two prior to winter break Last two weeks of school AIMSweb Screening for Reading & Math First two weeks of school Two prior to winter break Last two weeks of school ODRs/BIRs Ongoing Attendance/Tardies Ongoing SSRS Seven weeks into school year December March Progress Monitoring Tier II Reading a month Tier III Reading Weekly Tier II/III Math Monthly Tier II Behavior As identified in individual plan Tier III Behavior As identified in individual plan Diagnostics Phonological Awareness Skills Test (PAST) As indicated by Universal Screening Data Quick Phonics Screener (QPS) As indicated by Universal Screening Data Functional Behavior Assessment (FBA) As indicated by Student Data KeyMath As indicated by Progress Monitoring Data Curriculum and Instruction Within this guide, curriculum and instruction have been separated to facilitate discussions. It is understood that the interconnectedness of these two items can make it somewhat difficult to think about them separately, but it is important in order to ensure that both are adequately planned for within the division. Throughout this guide, the term standards refers to the South Dakota Common Core, as well as any local learning standards that have been identified; curriculum refers to the materials used to facilitate the learning of those standards, as well as other knowledge, skills, and expectations within both the core
For behavior, progress monitoring assessments monitor intervention effects for individual students. Student ODR data, with individual student monitoring data (e.g., point/goal sheets), are used to determine the extent to which targeted behaviors improve as a result of intervention. Adapted from (Kansas State Department of Education, 2011) When establishing the assessment system, not only do assessments need to be chosen, but a schedule must also be established. The assessment schedule will indicate when assessments are given. Below is a simple example of an assessment schedule. Example Assessment Schedule Assessment Assessment Schedule Universal Screening DIBELS Next Screening for Reading First two weeks of school Two prior to winter break Last two weeks of school AIMSweb Screening for Reading & Math First two weeks of school Two prior to winter break Last two weeks of school ODRs/BIRs Ongoing Attendance/Tardies Ongoing SSRS Seven weeks into school year December March Progress Monitoring Tier II Reading a month Tier III Reading Weekly Tier II/III Math Monthly Tier II Behavior As identified in individual plan Tier III Behavior As identified in individual plan Diagnostics Phonological Awareness Skills Test (PAST) As indicated by Universal Screening Data Quick Phonics Screener (QPS) As indicated by Universal Screening Data Functional Behavior Assessment (FBA) As indicated by Student Data KeyMath As indicated by Progress Monitoring Data Curriculum and Instruction Within this guide, curriculum and instruction have been separated to facilitate discussions. It is understood that the interconnectedness of these two items can make it somewhat difficult to think about them separately, but it is important in order to ensure that both are adequately planned for within the division. Throughout this guide, the term standards refers to the South Dakota Common Core, as well as any local learning standards that have been identified; curriculum refers to the materials used to facilitate the learning of those standards, as well as other knowledge, skills, and expectations within both the core
17-SDMTSS.docx