Progress to develop action plans to address

Progress monitoring was used to assess fluency and comprehension in reading. This was administered on a weekly/bi-weekly basisaccording to students’ needs. Scott Foresman baseline assessments, pre-tests, and end-of-year tests are administered to show studentgrowth for kindergarten, first, and second grade students. Weekly assessments, as well as unit assessments, are administered inkindergarten through second grade.Instruction was provided to all students using scientifically research-based reading (Scott Foresman) and Engage NY programs.

Bothprograms are aligned with Alabama’s College and Career Ready Standards and the county-wide curriculum guides. Rachel PattersonElementary School used a tiered approach (Response to Intervention) for reading and math. All students received explicit Tier I (Core)reading and math instruction each day.

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Tier II instruction was provided to students who did not completely understand or master the skillstaught during Tier I (Core). Tier III instruction was provided to students who did not respond to Tier I or Tier II instruction. Data meetings forreading and math were held monthly to identify students who were at-risk of failing a subject area or grade level as well as to develop actionplans to address the individual needs of students. The Problem Solving Team (PST) was used to develop action plans and documentimplementation of intervention strategies before referring to Special Education for further evaluation.


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