Developedbydistricti&Rscommittee,2014

TRENTONSCHOOLDISTRICT

(IRS)

2014-2015

DevelopedbyDistrictI&RSCommittee,2014

TrentonSchoolDistrict

INTERVENTIONANDREFERRALSERVICES(I&RS)

ImplementationGuidelines

TABLEOFCONTENTS

7-StepProcessofInterventions / 4
Introduction / 5
TeamMemberRollandResponsibilities / 7
Pre–InterventionReferralProcess / 9
I&RS:MultidisciplinaryApproach / 10
ImplementationPhases / 12
Phase1-RequestForAssistance(RFA) / 13
RequestforAssistanceForm / 14
AcademicAchievementDataForm / 18
PriorInterventionsChecklist / 19
Phase2-DataCollection / 20
TeamLeaderChecklist / 21
InformationCollection / 22
DisciplineReferralForm / 24
SchoolHealthForm / 25
StudentSelf-AssessmentSheet / 26
SchoolCounselorForm / 27
ParentLetterInvitation / 28
ParentInformation. / 30
ParentInterview / 34
RequestforStaffAttendance / 35
Phase3-ProblemSolving / 36
MeetingProtocol / 37
ActionPlanForm / 38
MeetingAttendance / 40
ConsentForm / 41
Phase4-MonitoringImplementation / 42
ProgressReportForm / 43
ProgramEvaluation / 44
CaseLogForms(I&RS,Strategies,CST) / 45
EndofYearReport / 46
MeetingAgenda / 49
CommunicationLog / 50
AppendixResources / 51
SchoolBasedResourcesforMathandLiteracy / 52
SchoolBasedAcademicandBehaviorPre-Interventions / 55
Literacy&ELAInstructionforELL / 56

TRENTONSCHOOLDISTRICT

InterventionandReferralServicesTeam(I&RS)

ThefollowingflowchartrepresentstheprocessutilizedbytheInterventionandReferralServices

Committee:

7StepResponseToIntervention

REQUESTFORASSISTANCE

TEAMLEADERReviewsRequest

AssignsCaseCoordinator

SchedulesProblemSolvingMeetingFollow-upMeetings

ProvidesSupporttoImplementersofActionPlan

CASECOORDINATOROVERSEESINFORMATIONCOLLECTION

IRSCOMMITTEE

PROBLEMSOLVES

IMPLEMENTSACTIONPLAN

CONTINUEORMODIFYORCONCLUDETHEINTERVENTION

TRENTONSCHOOLDISTRICT

InterventionandReferralServicesTeam(I&RS)

August 2014

INTRODUCTION

InaccordancewiththerequirementsforthintheNewJerseyAdministrativeCodeTitle6A:16-

7.1-3(InterventionandReferralServices),theTrentonSchoolDistrictBoardofEducationhasestablishedanInterventionandReferralServicesTeamineachofthedistrict’sschools.

TheTrentonBoardofEducationrecognizestheimportanceoftheInterventionandReferralServices(I&RS)teamconceptandbelievesthateachbuildingcanbenefitfromaschool-based,collaborative,andmultidisciplinary,decisionmakingapproach.

ThestandingInterventionandReferralServicesTeam(I&RS)willserveasavehicletodevelopanddesigninstructionalprogramsthroughacollaborativeproblem-solvingapproachthatimpactsonthestudentwhoisexperiencingacademic,behaviorand/orhealthissues,orthestaffmemberwhohasdifficultyinaddressingstudents’academic,behaviorand/orhealthissues.

Inaddition,throughareviewandassessmentproceduresofI&RSTeamsshallmakerecommendationstotheprincipalforimprovingschoolprogramsandservices.

TheI&RSTeamwithineachbuildingwillbeselectedbythebuildingprincipalandformulatednolaterthanSeptember15thofeachschoolyear.

TeamComposition:

ThisrepresentstheminimumstandingunitfortheI&RSTeam.(Additionalstaffcanbeaddedasadhocmembersasneeded.)

1. Thebuildingadministrator(PrincipalorVicePrincipal)

2. Aninstructionalstaffmember(GeneralEducationTeacher).

3. Oneormorerepresentativesfromthefollowing:schoolcounselor,schoolnurse,CST

member(schoolpsychologist,learningconsultant,socialworker),specialeducationteacher,substanceawarenesscoordinator,schoolsocialworker,languageartsliteracyand/ormathinterventionspecialist,speech/languagetherapist,ESL/bilingualteacher,climateculturespecialistandothersasnecessary.

4. Thestaffpersonrequestingassistance.

5. Requestscanbemadefromindividualsthatworkwithstudentsonbehalfoftheschool

districtaswellasparentsorotherconcernedpersonsmayjointheteam.

Selection

Theprincipaldeterminesthemannerofselectionofthestandingteam.

5

August 2014

Staffmembersshouldbe:

A. Knowledgeableaboutthedistrict’sandtheirschool’spoliciesandproceduresofInterventionandReferralServicesaswellasrelatedschoolandcommunitypoliciesandresources.

B. Knowledgeableaboutthedistrict’sandtheirschool’sinstructionalobjectivesandcurricula.

C. Knowledgeableabouttraditional,innovative,andculturallysensitiveinstructionalpracticesandothereducationprograms.

Parental/GuardianInvolvement

1. The teacher, prior to a request for a referral to the I&RS Team for assistance, mustdemonstrateongoingcommunicationswithparentaboutacademic,behaviorand/orhealthissues.Examplesmayinclude:conferences,phonecalls,andnoticeshome.

2. Theparent(s)/guardian(s)shallbeinvolvedinacademic,behavioralandhealthplanning.A

memberoftheTeamshallinvitetheparent/guardiantoparticipateintheinitialmeeting.

CommunityMembers

TheTeamwillinvolvecommunityresourcesasappropriate.

TeamMeetings

1. EachbuildingwilldevelopascheduleforTeammeetings.

2. Such meetings will follow research-based procedures for collaborative problem solvingmeetingatleastmonthlyandmorebaseduponcaseload.

3. TheScheduleofMeetingsshallincludetheteammembersandalistofthedatesforeachmeeting.Thislistshallbesharedwiththedistrict’sAssistantSuperintendentofSchoolSupport,nolaterthanSeptember15thofeachschoolyear.

6

TeamMemberRolesandResponsibilities

August 2014

IncompliancewithN.J.A.C.6A:16-7.1-7.3,schooldistrictsmustidentifytherolesandresponsibilitiesoftheTeam.

TeamLeader

A. WillhavetheauthorityoftheprincipaltoformalizeI&RSActionPlansduringmeetings.

B. Willcoordinatethegeneralactivitiesoftheprogram;initiates,facilitates,sharesresponsibilityandleads,ratherthanrulesordictates.

C. Willhavetwo(2)weeksafterreceivinginitialreferraltodeterminetheappropriatenessofrequests.

D. Willscheduleameetingnolaterthantwo(2)weeksafterfindingareferralappropriate,andafterdatacollectionformsarecompletedandsubmitted.

E. Willperformspecificrolesandfunctionsaslistedbelow:

1) LogsinandverifiescompletionofRequestForAssistance(RFA).

2) Reviewstheappropriatenessofcases.

3) Distributesalldatacollectionformstostaffmembersinvolvedinthecase.

4) Assignscasecoordinatorsandschedulescases.

5) Facilitatestheproblem-solvingmeetings.

6) Ensuresparentnotifications

7) Ensuresmaintenanceofrecords.

8) Clarifiesandenforcesbuildingleveloperatingproceduresandrules.

9) MaintainsaneducationalfocusforresolvingIRScases.

10)Servesastheliaisontoschooladministratorsandcasecoordinators.

CaseCoordinator

A. ThepositionofcasecoordinatorwillbearotatingresponsibilitysharedbyallI&RSteammembers.

B. Becomestheprimarycontactwiththepersonrequestingassistance.

C. Willleadtherequestingpersonthroughthe I&RSprocess,providessupport,helpsthestaffmemberfeelateaseandfurnishtechnicalassistancetoallindividualsresponsibleforimplementingtheI&RSActionPlanfortheidentifiededucationalproblem.

D. Performsthefollowingtasksandfunctions:

1.Overseesthecompletionofalldatacollectionforms.

2.Collectsallcompleteddatacollectionforms.

3.Conductsobservationsoftheproblem,wherepossible,fordatacollection.

7

4.EnsuresthetimelyimplementationofActionPlan.

5.Servesastheliaisonforallpartiesinvolvedinthecase.

RecordKeeper

August 2014

Becomesresponsibleforthefollowingtasksandfunctions:

1.Registersandmaintainsaccurate,writtenaccountsofallmeetings.

2.Maintainsfilesinasecureplace,accessibletotheteam.

3.Retainsasupplyofforms.

4.KeepsacurrentcalendarfortheI&RS.

5.CompletestheActionPlanduringthemeeting.

TimeKeeper

Maintainsefficiencyinteamproceedingsbybeingresponsibleforthefollowingtaskandfunctions:

1.EnsurestheTeamadherencetoalltimelimits.

2.AssiststheTeamLeaderinkeepingmembersontaskduringmeetings.

8

TRENTONSCHOOLDISTRICT

InterventionandReferralServicesTeam(I&RS)

Pre–InterventionReferralProcess

August 2014

A. Priortorequestinginterventionforachildwhoisexperiencingacademic,behaviorand/orhealthproblemsintheeducationalenvironmenttheremustbedocumentationofinterventionsimplementedbytheteacher/staffmember(s)makingtherequest.

B. Previousinterventionstoresolvetheproblem(s)mustbedocumentedbythepersonseekingassistance.

Examplesmayinclude:

1. Previousteachingstrategiesthathavebeenemployed.

2. Teacher/parentconferencesinwhichalternativeshavebeendiscussed.

3. Teacher/principalconferencesregardingtheproblemandsuggestedsolutions.

4. Reviewofstudentrecords,includingattendance,educationalhistory,healthrecords,andtestscores.

Itwouldbegoodpracticeto:

1. Keepastudentportfoliowithcopiesofletterssenthome.

2. Keepaphonelog(date,time,briefdescriptionofconversation).

3. Keepcopiesofallnoticessenthomewithstudentaswellasmailacopyhome.

C. Allexistingandsuspectedmedicalproblems,includingvisionandhearingshouldhavebeenreferredtotheschoolnurseforevaluationandfollow-up.

D. Theprincipaland/orschoolcounselorshouldhavebeenconsultedbytheteacher/staffmemberforadditionalsuggestionsandsupport.

E. TheLanguageArtsLiteracyand/orMathematicsInterventionSpecialistand/orIntervention

Teachershouldhavebeenconsultedbytheteacher/teamforsuggestionsandsupport.

F. ADiagnosticReading,Writing,and/orMathematicsPortfolioshouldbemaintainedbytheclassroomteacherwithgoalsandstrategiesdeveloped,implemented,andreviewed.

9

June2014

TrentonSchoolDistrict

IRS:MultidisciplinaryApproach

*SAMPLEVISUALonhowtothinkaboutidentifiedstudents

TheIRSTeamisamultidisciplinarygroupofexpertswhocometogethertoexamineallaspectsofthestudent.Anappropriateplancanbedevelopedtoaddressdifficulties,whileatthesametimebuildingonthestrengthsofeachstudent.

Teacherorteamofteacherspreparesthis form topresentthestudenttotheI&RSTeam.

Academics

Hasdifficultyreadinganddecodingall

words

Demonstratesinconsistencyof

masteryofmostconceptsinallsubjects

Lowtestscores

Needsindividualassistancebecause

shecannotread

Strengths

Appearstobeworkingashardasshecan

Completesherhomework

Goodattendance

Appearstoenjoyschoolandismotivatedtolearn

Workswellwithothers

Behavioral

Needstobespokentooftenaboutcallingout

insteadofraisinghand

Requiresseatingclosetoboardandteacher

forrepetitionanddirectionsanddictations

StudySkills

Cousinandgreat-grandmotherwork

withherathome

Alwayspreparedforclass,homework

isdone

Disorganizedattimes

Needsextrahelpandone-to-oneassistancefromteacher

*TinaSmith

SecondGrade

Social

Enjoystalkingtoherpeers

Workscooperativelywithothers

Appearstohavemanyfriendsandenjoys

playingwiththem

Emotional

Appearstobehappyandeven-tempered

Health

Appearstobeingoodhealth

Goodattendance

Other

Thisisherfirstyearattheschool

Liveswithhergreat-grandmother

Cousinhelpswithhomework

10

June2014

TrentonSchoolDistrict

IRS:MultidisciplinaryApproach

TheIRSTeamisamultidisciplinarygroupofexpertswhocometogethertoexamineallaspectsofthestudent.Anappropriateplancanbedevelopedtoaddressdifficulties,whileatthesametimebuildingonthestrengthsofeachstudent.

Teacherorteamofteacherspreparesthis form topresentthestudenttotheIRSTeam.

AcademicsStrengthsBehavioral

StudySkills

NameofStudent

Grade

Social

EmotionalHealthOther

11

June2014

TrentonSchoolDistrict

INTERVENTIONANDREFERRALSERVICES

IMPLEMENTATIONPHASESPhase1:RequestforAssistance

A. ProblemIdentification

Astaffmemberorparentrequeststhathe/sheneedsassistancewithalearning,behavior,

orhealthproblemforastudentbecausehe/sheisexperiencingdifficultiesinaddressingstudents’needs. Asanadhocmemberoftheteam,thememberisboundbyallapplicablerulesandstandardsofprivacyandethicsasarestandingteammembers.

B. Astaffmember,parent,orconcernedcommunityagencycompletesanddeliversthe

appropriateRequestforAssistance(RFA)formtotheteam.

C. RequestforAssistanceform(RFA)PriorInterventionChecklistaregiventoSchool

Counselor(TeamLeader)

Phase2:DataCollection

A. TeamLeaderCaseCoordinatordistributesdatacollectionformscollectsdatacollectionforms/completechecklist.

B. TeamLeaderschedulesI&RSmeeting.

C. Parent/guardianinvitedtomeetingtobeinvolvedinacademic,behavioral,andhealth

planning.

D. Staffinvitedtomeetingasappropriate.

Phase3:Problem-Solving

A. ConveneProblem-SolvingMeeting.

B. DevelopaWrittenI&RSActionPlan.C. ImplementthePlanofAction.

D. Schedulesfollowupmeeting–4weeksafterimplementation.

Phase4:MonitoringImplementation

A. ProvideSupport-assistancecantaketheformofconversations,interviews,

classroomobservations,checklists,demonstrationteaching,professionaldevelopmentopportunities,orotherproceduresthatwillensurefullimplementationandanobjectiveassessmentoftheIRSActionPlan.

B. EvaluateProgress.

C. ReviewCase-theCaseCoordinatorandpersonrequestingassistancewillreviewallrelevantdata,recordsanddocumentationoftheActionPlaninordertoevaluatetheeffectivenessoftheplan.

12

PHASE1

REQUESTFORASSISTANCE

1. RequestforAssistance

2. AcademicAchievementForm

3. PriorInterventionsChecklist

4. ParentInformation

5. StudentWorkSamples/Portfoliocollected

June2014

13

TRENTONSCHOOLDISTRICT

InterventionandReferralServicesTeam(I&RS)

REQUESTFORASSISTANCE(RFA)

June2014

Student:

DOB:

Grade:

Parent/Guardian:

Phone:

SchoolCounselor:

RequestDate:

1.ReasonforReferral:

□Academic

□ Behavioral

□Social

□Health

□Other

Explain_

2.SpecificDescriptiveObservedBehavior(s):Pleasecheck2areasofmainconcern.

READING

□Studenthasdifficultywithdecoding/wordattackskills

□Studenthasdifficultywithoralreadingfluency

□Studenthasdifficultymaintainingtheirplaceduringreading

□Studenthasdifficultywithreadingcomprehension

□Studenthasdifficultyvocabularyknowledge

SPELLING

□Studenthasdifficultyspelling

WRITTENEXPRESSION

□Studenthasdifficultycomposingcompletesentencesorexpressingcompletethoughts

□Studenthasdifficultyorganizingacohesiveparagraph

□Studenthasdifficultywithmechanicsofcapitalizationandpunctuation

□Studentreverseslettersandnumberswhenwriting

MATHCALCULATION

□Studenthasdifficultymasteringbasicfacts

□Studenthasdifficultysolvingnumericaloperations(+,-,X,fractions,etc.)

MATHREASONING

□Studenthasdifficultysolvingmathematicalwordproblems

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June2014

RFAp.2

AUDITORYPROCESSING

□Studenthasdifficultyfollowingdirectionswhenpresentedorally

□Studenthasdifficultyrespondingtoquestionswhenpresentedorally

□Studenthasdifficultyfilteringoutbackgroundnoise

VISUALPROCESSING

□Studentreverses/invertsletterornumerals

□Studenthasdifficultycopyinformationaccurately

□Studenthasdifficultyrememberinglefttorightsequencing

□Studenthasdifficultywritinginagivenamountofspace

MEMORY

□Studentdifficultyrecallinginformationpresentedvisuallyand/orauditorally

□Studenthasdifficultywritingsentencesfromdictation

BEHAVIOR

□Studentdoesnotcompletedailyassignmentsand/orhomework

□Studenthasdifficultystayingontask.(Inabilitytostayontaskmaybeduetovisualorauditorydistractions)

□Studenthasdifficultywithorganizationskills.

□Studenthasdifficultytakingtests.

□Studenthasdifficultystayingintheirseat.

□Studenthasdifficultymaintainingmotivation.

□Studenthasdifficultymaintainingself-control.

□Studenthasdifficultytransitioningbetweentasks,subjectsorclasses.

□Studenthasdifficultyrespondingappropriatelyinsocialsituations.

□Studentengagesininappropriate,disruptivebehavior(e.g.callingout,botheringother

students,following

□ Studenthasdifficultyfollowingclassrules,makesinappropriatecomments.

□Studenthasdifficultymaintainingappropriatepersonalspace.

□Studenthasdifficultyparticipatingduringgrouprelatedactivities.

□Studenthasdifficultyworkingindependently.

□Studenthasdifficultymasteringdailyroutines

CLASSROOMPERFORMANCE

□Failureinoneormoresubjectarea(identify)

□Dropingrades,lowerachievement

□Needsdirectionsgivenindividually

□Doesnotaskforhelpwhenneeded

□Preferstoworkalone

□Doesnotcompletehomework

□Doesnotcompletein-classassignments

□Homeworkisdisorganizedorincomplete

□Shortattentionspan,easilydistracted

□Poorshort-termmemory,e.g.can’trememberonedaytothenext

□Findsithardtostudy

15

RFAp.3

□Givesupeasily

□Lacksdesiretodowellinschool

□Hasdemonstratedability,butdoesnotapplyself

RELATEDSERVICES

□SchoolCounselor

□SchoolSocialWorker

□ChildStudyTeam

□OtherSpecialistsorServices

COMMUNITYBASED(IFKNOWN)SCHOOLBASED

□CARES□BehaviorSpecialist

□GTBH□ReadingSpecialist

□PEIKIDS□Safe/HealthySchools

□MILLHILL□SpeechandLanguageTherapy

□OTHER

□OTHER

□GiftedandTalentedProgram

□SubstanceAwarenessCoordinator

□Physical/OTTherapy

□504RelatedServices

□BehaviorTherapist

OTHER:

Explain

3.StudentStrengthsWeaknesses:

4.PreviousInterventionsOutcomes(Mustbecompleted):

RFAp.4

5.BackgroundInformation:

CurrentMPGrades
1234 / StudentStrengths / NeedsImprovement
LanguageArts
Math
Science
SocialStudies
Other

Attendance

#ofabsencestodate

#ofdaystardies

DisciplineReferrals #ofreferrals

6.StaffMember’sSignature:

StaffMember’sName(pleaseprint):

June2014

TRENTONSCHOOLDISTRICT

InterventionandReferralServicesTeam(I&RS)

Name:

AcademicAchievementData

Grade:

SchoolYear / NJASKLALScore / NJASKMathScore / ACCESSScore / SpecialNeedsStudent(YES
orNO) / BenchmarkLALScore / BenchmarkMathScore / DRA2
2014-2015
2013-2014
2012-2013
2011-2012
2010-2011
2009-2010

18

June2014

TRENTONSCHOOLDISTRICT

InterventionandReferralServicesTeam(I&RS)

PRIORINTERVENTIONSCHECKLIST

Confidential

Student:

Grade:

StaffRequestingAssistance:

Date:

Pleaseindicatethetypesofinterventionsyouhavetriedpriortothisrequestforassistance:

1. Spoketostudentprivatelyafterclassand

a)Explainedclassrulesandexpectations______

b)Explainedmyconcerns______

2. Gavestudenthelpafter/beforeclass/school______

3. Changedstudent’sseatclosertoboardorteacher______

4. Spokewithparentonthetelephone/number______

5. Gavestudentspecialworkathis/herlevel______

6. Checkedcumulativefolder/PowerSchool______

7. Heldconferencewithparentinschool______

8. Senthomenoticesregardingbehavior/schoolwork

______

9. Modifyassignmentsorrequirements______

10.Gavestudentextraattention______

11.ConsultedwithELA/Math/Interventionteachersasneeded______

12.Assignedstudentdetention forbehavior______

13.Enrichment periodsduringtheschoolday______

14.Providedenrichmentactivitiesforthehome.______

15.Referredstudentto_____SchoolCounselor

______Disciplinarian______

______SAC,______Principal,other(specify)______

Staffmember’ssignature/s:

______

19

PHASE2

DATACOLLECTION

FormsCompletedby

June2014

TeamLeaderChecklist / TeamLeader
MultidisciplinaryApproachForm / Teacher/Team
InformationCollectionForm / Teacher
DisciplinaryReferralForm / Administration/Disciplinarian
SchoolHealthForm / SchoolNurse
StudentSelf-Assessment / Students(ifapplicable)
SchoolCounselorForm / SchoolCounselor
ParentInterview / Parent
MeetingLetters / TeamLeader

TRENTONSCHOOLDISTRICT

InterventionandReferralServicesTeam(I&RS)

TEAMLEADERCHECKLIST

Confidential

StudentName:DateofBirth:ParentName:Address:City/State/Zip:

Grade/Team:

Parents’HomePhone:Parents’WorkPhone:CaseManager:

DATESENTDATERECEIVEDDOCUMENT

RequestForAssistance
PriorInterventionsChecklist
InformationCollectionForms
SchoolNurse/HealthForm
DisciplineForm
ReleaseofInformationForm
ParentLetter—copy
ParentInterviewForm
RequestforStaffAttendance(Letter)
StudentSelf-AssessmentSheet
SchoolCounselorForm
CumulativeFolderInformation:
Academic/SocialRecordSheets
Current/2YearsPriorReportCards
AcademicAchievementDataForm
AttendanceInformation(PowerSchool)
MostRecentInterimReport
StudentSchedule

TrentonSchoolDistrict

INTERVENTIONANDREFERRALSERVICES

INFORMATIONCOLLECTIONFORM

Confidential

StudentName:DateofBirth:GradeLevel:

Date:

HomeroomTeacher:

ReasonforRequestforAssistance:

DaysAbsenttoDate:

Academic

Behavioral

Social

Student: / Math / LAL / Science / Social
Studies
CLASSROOMPERFORMANCE
Failureinoneormoresubjectareas
Dropingrades,lowerachievement
Needsdirectionsgivenindividually
Doesnotaskforhelpwhenneeded
Preferstoworkalone
Doesnotdohomework
Doesnotcompletein-classassignments
Homeworkisdisorganizedorincomplete
Shortattentionspan,easilydistracted
Poorshort-termmemory,e.g.,can’t
rememberonedaytothenext
Findsithardtostudy
Givesupeasily
Lacksdesireandmotivationtodowell
Difficultyinparticipatingingroup0activities
Difficultywithorganizationalskills
Hasdemonstratedability,butdoesnotapply
self
SOCIALSKILLS
Tendstostaytoself,withdrawn
Inappropriatecomments
Lackscontrolinunstructuredsituations
Slowinmakingfriends
Disturbsotherstudents
Negativeleader
Unyieldingorstubbornonpositions
Argueswithteacher
Hitsand/orpushesotherstudents
Threatensand/orteasesotherstudents
Student: / Math / LAL / Science / Social
Studies
SOCIALSKILLS---CONTINUED
Changeinfriends
Angeredbyconstructivecriticism
Demonstrateslackofself-confidence
Disrespectsordefiesauthority
Regularlyseekstobecenterofattention
Frequentridiculefromclassmates
Appearsunhappy/sad
Lackscontrolinunstructuredsituations
Changeinfriends
Inappropriatecomments
Talksfreelyaboutdrugs/alcoholorsex
Inappropriatephysicalcontact
NewtoSchool
LanguageBarrier*
DISRUPTIVEBEHAVIOR
Defiance,violationofrules
Blaming,denying,notacceptingresponsibility
Fighting
Cheating
Suddenoutburstsofanger,verballyabusive
toothers
Lackofimpulsecontrol
Obscenelanguage,gestures
Noisy,boisterousatinappropriatetimes
Cryingfornoapparentreason
Highlyactive,agitated
Erraticbehavior
Generalchangesinbehaviorpatterns
Frequentclassroomdisruptions

Otherconcernsandobservations:

DISCIPLINEREFERRALFORM

Confidential

StudentName

ReferringStaff

StudentIDDate

RepeatedMinorInfractions

(3Infractionsneeded)

MajorInfractions

DateInfraction(Checkallthatapply)Infraction

Outofseat / Fighting/PhysicalAggression
Notfollowingdirections / BlatentDisrespect
Frequentclassdisruption / PhysicalAssault
Interruptinglesson / TerroristicThreats
Leavingtheclassroomwithoutpermission / InappropriateSexualAssault
Latetoclass/Cuttingclass / IndecentExposure
Poorattitude / IncitingaRiot
Negativecomments / StartingaFire/Arson
Sleepinginclass / HarassmentBullying
Cheating / Vandalism
SuddenoutburstofAnger / Forgery/Theft
Highlyactive / WeaponsPossession
ErraticBehavior / ElectronicsAbuse
Extortion
Tobacco/Drug/Alcohol
Possession
Redirection / StudentConference
ChangeSeatingassignment / ParentConference
StudentConference / PeerMediation
SenttoBuddy
Classroom / SchoolDetention
TeacherDetention / ISS(#days)
OSS(#days)
Other

SCHOOLHEALTHFORM

Confidential

STUDENT:

GRADE:

DATE:

DOB:

PleasecompleteandreturnthisformtotheI&RSTeamby:

HealthHistory

Isthestudentcurrentlytakinganymedication?Ifyes,pleaseidentify.

Areyouawareofanyprioruseofmedicationbythestudent?Ifyes,identifyeachmedicationandconditiontreated.

Areyouawareofanymedicalorotherconditionthatcouldinterferewiththestudent’sabilitytoperforminschool?Ifyes,pleasedescribetheconditionanditsimplications.

HealthAssessment

Height:

Vision:Skin:Comments:

Weight:Hearing:Posture:

SocializationObservablebehaviors:Behavioralchanges:Comments:

CurrentHealth

VisitstoNurseFrequency/Number:Reasons:

InterventionandReferralServicesTeam(I&RS)

STUDENTSELF-ASSESSMENTSHEET

Confidential

StudentName: Date:

CheckthecolumnthatmostNEARLYappliestohowyouviewyourself.Therearenorightorwrongchoices,socheckwhatyouREALLYdo.

Always / Usually / Sometimes / Rarely / Never
Volunteersinclass
Demonstratesappropriatehallbehavior
Arrivestoclassontime
Followsdirections
Behaveforsubstituteteachers
Talksinclasswhenappropriate
Workswellwithothers
Leansbackinchairs
Chewsguminclass
Throwsobjectsinclass
Hitsorfightswithotherstudents
Hasallmaterialsforclass
Helpteacherwhenasked
Showsrespecttowardothers
Paysattentioninclass
Cleansupdeskarea
Acceptsextradutiesinclass
Usesbathroomtimeproperly
Turnsinfoundobjectstoteacheror
office
Obeysthebusdriver/crossingguard
Copiesworkfromothers
Usesabusivelanguage
Destroysproperty
Takesresponsibilityforownactions
Seekshelpwhenneeded
Breaksschoolrules
Respectspeople’sproperty

InterventionandReferralServicesTeam(I&RS)

SCHOOLCOUNSELORFORM

Confidential

STUDENT:

GRADE:

DATE:______Attached_____PastReportCards

(PowerSchool):_____CurrentReportCard

_____CurrentInterimReport

_____ StudentSchedule

_____Attendance Record

BackgroundInformation(ifknown)AttendanceproblemsLatchkeychild

Involvementwithcommunityagencies

Deathintheimmediatefamily

ChronicillnessinimmediatefamilyDivorceorseparationUnemploymentinimmediatefamily

Liveswithsomeoneotherthanparent

Knownmedicalproblem

Takesmedication

Previouslyinvolvedwithcounseling

CurrentlyinvolvedwithcounselingPreviouslyidentifiedforI&RSPreviouslyidentifiedfordrug/alcohol

Adjudicatedforajuvenileoffenseuse

Familymemberincarcerated

Discussesconcernsregarding

oradjudicateddrug/alcoholuseinthehome

ConfidentialInformation:

Yes /  / No / Hasapsychologicalevaluationbeenconductedonthisstudent?Ifyes,pleasedescribe:
Yes /  / No / Inadditiontoyourrole,areyouawareofanykindofcounselingortherapy(currentorpast)thathasbeenprovidedtothestudent?
Ifyes,pleasedescribe:
Yes /  / No / Hasanytypeofeducationaltestingbeenconductedonthisstudent?Ifyes,pleasedescribe:

Pleaseprovideinformationonthenumber,purposesandoutcomesofparentcontactsregardingthisstudent.

TRENTONSCHOOLDISTRICT

InterventionandReferralServicesTeam(I&RS)

PARENTINFORMATIONWhatistheI&RSTeam?

June2014

TheI&RSTeamisaschoolbasedproblem-solvinggroupthatassiststeachersbydesigningandimplementingstrategiesforchildrenwhoareexperiencinglearning,behavior,healthproblems,oranyotherproblemthatisinterferingwithastudent’sacademicachievement.

WhocanserveontheI&RSTeam?

TheI&RSTeaminyourchild’sschoolwillberepresentedbyschoolstaffwhohavedifferentabilitiesandexperiencesothatthebeststrategiescanbedevelopedtohelpyourchild.ThefollowingpeoplewillbemembersoftheI&RSTeam:

1. Theprincipal,vice-principal,orhis/herdesignee.

2. Aregulareducationteacherorregulareducationstaffmember.

3. Theteacherwhoneedsassistancewiththestudent.

4. Anypersondeemednecessarytoassisttheteam.

5. Theparentshallbeaskedtoparticipate.

WhatwilltheI&RSTeamdotohelp?

ThemembersoftheI&RSTeamwillgatheralltheinformationavailableonyourchildandwillmeettodiscusshis/herareasofstrengthsandweaknessesandwillthendevelopanActionPlantoaddressthoseareasinwhichhe/sheisexperiencingdifficultiesinschool.

WhatisanActionPlan?

TheActionPlanisalimitednumberofsuggestionsthatareconsideredtobehelpfultothestudentandteacher. Itisathoughtful,plannedapproachtoaccommodateandenhanceyourchild’sfunctioninginschool.

WhatistheParent’sRole?

YoumustbenotifiedthatyourchildwillbediscussedbytheI&RSTeam. TheI&RSTeamshallinviteyoutoparticipateandmayrequestthatyouprovideinformationthatwillbehelpfulindevelopingdifferentwaystohelpyourchildinschool.

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TRENTONSCHOOLDISTRICT

ServiciosdeIntervenciónyReferidos

EscuelaPrimariayEscuelaIntermedia

INFORMACIÓNPARAPADRES

¿QuéeselequipodeI&RS?

June2014

ElequipodeIRSesungrupoqueestásituadoenlaescuelayqueayudaalosmaestrosatravésdeldiseñoylaimplementacióndeestrategiasparalosestudiantesqueestánpasandoporproblemasdeaprendizaje,decomportamiento,desalud,odecualquierotroproblemaqueinterfiereconelrendimientoacadémicodelestudiante.

¿QuiénesformanpartedelequipodeIRS?

ElequipodeIRSenlaescueladesuhijoestárepresentadoporunpersonaldocentequetienendiferenteshabilidadesyexperienciasparaquelasmejoresestrategiassepuedandesarrollaryasíayudarasuhijo.LassiguientespersonasformanpartedelequipodeIRS:

1.Eldirector,vicedirectorosudesignado/a.

2.Unmaestrodeeducaciónregularounmiembrodeeducaciónregular.

3.Elmaestrodelestudiantequenecesitaayuda.

4.Algunapersonaqueseconsiderenecesarioparaayudaralequipo.

5.Lospadresdebenserinvitadosparaasistir.

¿DequémaneraayudaelequipodeIRS?

LosmiembrosdelequipodeIRSrecopilarátodalainformacióndisponiblesobresuhijoysereuniránparahablarsobrelasáreasdébilesyfuertesdesuhijo(a)yluegoellosdesarrollaráunplandeacciónparaabordaresasáreasenlasqueéloellaestáexperimentandodificultadesenlaescuela.

¿QuéesunPlandeAcción?

ElPlandeAcciónesunnúmerolimitadodesugerenciasqueseconsideranútilesparaelestudianteyelmaestro.Esunaformareflexivaybienplanificadaparaacomodarymejorarelfuncionamientodesuhijoenlaescuela.

¿Cuáleselpapeldelospadres?

UsteddeberásernotificadocuandoelequipodeI&RSestaráhablandosobresuhijo.ElequipodeIRSloinvitaraaparticiparylepodríapedirinformaciónqueseríaútilendesarrollardiferentesformasdeayudarasuhijoenlaescuela

29

June2014

TRENTONSCHOOLDISTRICTInterventionandReferralServicesTeam(I&RS)

SAMPLELETTER–USESCHOOLLETTERHEAD

TRENTONBOARDOFEDUCATION

“Childrencomefirst,LosNinossonPrimero”

FranciscoDuran

Superintendent ofSchoolsPrincipalYourSchoolTelephone/Fax

emailaddress

October4,2014

DearParent(s)ofJohnSmith,

Wehaveanewopportunitytoprovideassistancetoyourchild,JohnSmith,throughthe

school’sInterventionandReferralServicesTeam.Workingincooperationwithfamilies,suchasyours,enablestheteamtobetterunderstandhowtoprovideappropriatehelptoallofourstudents.Yourknowledgeandinformationregardingyourchildismostvaluabletousindeterminingthebestwaytoproceedtosupportyourandyourchild.

OurnextmeetingisscheduledforFridayOctober 14,2012at9:00aminmyoffice

Room.Iinviteyoutocallmeat(609)656-

todiscussthematter.Icanbe

reachedbetweenregularschoolhoursof8:45and3:20pm.Together,wecanbemoreeffectiveinhelpingyourchildachievehis/herpotential.Thankyouforjoiningusinthiseffort.Ilook

forwardtohearingfromyou.

Sincerely,Yourname

CounselorI&RSTeamLeader

30

TRENTONSCHOOLDISTRICT

ServiciosdeIntervenciónyReferidos(I&RS)

June2014

SAMPLELETTER(ESPANOL)–USESCHOOLLETTERHEAD

TRENTONBOARDOFEDUCATION

“Childrencomefirst,LosNinossonPrimero”

FranciscoDuran

Superintendent ofSchoolsPrincipalYourSchoolTelephone/Fax

emailaddress

October4,2014

Fecha

EstimadosPadre(s)de ,

Tenemosunanuevaoportunidaddeproveerasistenciaasuhijo/hija,

, con

elprogramadelEquipodeServiciosdeIntervenciónyReferirdelaescuela. Trabajandoencooperaciónconfamiliascomolasuya,lepermitealequipotenermejorentendimientodecómoproveerlelosserviciosapropiadosparatodosnuestrosestudiantes.Conelentendimientoeinformaciónque ustedtieneacercadesuhijo/hija nosayudaraanosotrosadeterminarcualeslamejormaneraparacontinuarapoyandoaustedysuhijo.

Nuestrapróximareuniónestaparael Día:

Fecha:Hora:enmioficina,salón#306.Sidesea llamarmeal (609)

paradialogaresteasunto,sepuedecomunicarconmigoduranteeldíaescolarde8:45

hastalas3:20. Juntos,podemosserefectivosenayudarquesuhijo/hijaobtengamejorpotencial.Graciasporunirseconnosotrosenesteesfuerzo. Esperorecibirsurespuesta.

Sinceramente,

Yourname

ConsejeraLíderdelEquipoI&RS

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TRENTONSCHOOLDISTRICT

InterventionandReferralServicesTeam(IRS)

PARENTLETTER/ACTIONPLAN

To:

June2014

From:

Date:

DearParent/Guardian:

Asyoumayrecall,theInterventionandReferralServicesTeamheldameeting

on,andasaresultanActionPlanwasdevelopedtoassistyourchildtoimprovehis/herschoolperformance.PleasereviewtheenclosedActionPlanandfeelfreecontacttheSchoolCounselorat ifthereareanyquestions.Yourcooperationandassistancewithimplementingandmonitoringthisplanwillbenefityourchild.Thankyou.

Sincerely,

TheInterventionandReferralServicesTeam

PrincipalTeamLeader

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June2014

TRENTONSCHOOLDISTRICT

InterventionandReferralServicesTeam(I&RS)

DISTRITOESCOLARDETRENTON

GrupodeIntervenciónyServiciosdeReferencias

(IRS)

EscuelaIntermediayPrimaria

CARTAALOSPADRES/PLANDEACCIÓN

A:

DePartede:

Fecha:

EstimadosPadresdeFamilia /Encargados:

UnareunióndelGrupodeIntervenciónyReferenciassellevaracaboel

día,enestareuniónsedesarrollaraunplandeacciónparaquesu

hijo/amejoresurendimientoescolar.LlameporfavoralConsejerodelaescuelasiustedpuedeasistiraestareunión.Siustednopuedeasistiraestareunión,ustedpuedesolicitar unacopiadelPlandeAccióndesuhijollamandoalteléfonoqueapareceenlapartededebajodeestacarta.

Sinceramente,

ElGrupodeIntervenciónyServiciosdeReferencias

ConsejerodelaEscuelaTeamLeader

33

June2014

TRENTONSCHOOLDISTRICT

InterventionandReferralServicesTeam(I&RS)

PARENTINTERVIEW

Confidential

STUDENT’SNAME:

PARENT’SNAME:

DATE:

1)Whoarethepeoplelivinginthehomewiththechild?

2)What,ifany,importantchangeshaveoccurredinthefamilystructure?Reaction?

3)Doesyourchildseemsad,moodyorangry?

4)Haveyoueverhadreasontosuspectthatyourchildhaseverexperimentedwithalcoholorotherdrugs?Pleaseexplain.

5)Whatdoyouseeasyourchild’sstrengths?

6)Whoassumesprimaryresponsibilityfordisciplineinyourfamily?

Whatworksbest?

Whatdoyoufinddoesn’twork?

7)Whatdoesyourchilddothatcausesyouthemostconcern?

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June2014

TRENTONSCHOOLDISTRICT

InterventionandReferralServicesTeam(I&RS)

REQUESTFORSTAFFATTENDANCE

To:

From:

Date:

TheInterventionReferralServices(I&RS)teamwillmeetingonthe

_,at

(School)inroom todiscusstheI&RSActionPlanforthefollowingstudent:

.

Youareexpectedtoattend.Coveragewillbeprovidedifnecessary,

Thankyou.

I&RSTeamLeader

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PHASE3

PROBLEMSOLVING

1. ConveneMeeting

2. DevelopActionPlan

3. Assigncasemanagertomonitorprogress/interventions

4. I&RSMeetingAttendanceForm

5. I&RSAgendaForm

TRENTONSCHOOLDISTRICT

InterventionandReferralServicesTeam(I&RS)

TeamMeetingProtocol

TaskMinutes

√Summarizetheproblem
√Reviewinformationcollected / 3-4
√Negotiateanobjective(measurablegoal) / 2-3
√BrainstormSolutions / 6-8
√Clarifyandrefinesuggestions / 6-7
√Selectsolutions/recommendations
√Requestingperson;teammemberpick3-5solutions
√Coordinatewithschoolandcommunityresources / 6-8
√DevelopActionPlanutilizingsmartgoals
√Includeparentfollow-up / 5-7
√Determineevaluativecriteria
√Determinehowtoevaluatesmartgoals / 2-3

August 2014

TRENTONSCHOOLDISTRICT

InterventionandReferralServicesTeam(I&RS)

INTERVENTIONANDREFERRALSERVICESACTIONPLANFORM

NameofSchool

StudentName:

Date

Grade

Teacher

PlanofAction:(Listpossiblestrategiestobeused)

TargetedGoalstatement(Mustbemeasurableandspecific)

Doesthestudenthaveacurrent504plan?

DoesthestudenthaveacurrentIEP? YorN

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ActionPlanChart

AsaresultofthisI&RSmeeting,thefollowingFinalActionPlanwillbeimplemented.

StrategiesInterventions / Implementation
StartDate / Implementation
EndDate / Frequencyof
Actions / IndividualResponsible(Name/Title)
1
2
3
4
5
6
7
8

AFollow-UpMeetingwillbeheldon

TRENTONSCHOOLDISTRICT

InterventionandReferralServicesTeam(I&RS)

School

MeetingAttendanceForm

Date Time

Student’sName Grade

Parent

SchoolAdministrator

SchoolCounselor

SchoolNurse

GeneralEdTeacher

ReferringTeacher

SpecialistTeacher

Disciplinarian

CSTTeamMember(s)

Other(DYFS,FSO,Agencyet.al.)

TRENTONSCHOOLDISTRICT

InterventionandReferralServicesTeam(I&RS)

CONSENTFORM(AGENCY)

I, ,(Parent/GuardianName)

June2014

Authorize

(Nameofindividual/school/agencydisclosinginformation)

todiscloseto_

(Nameortitleofindividual/Organizationtowhomtheinformationistobedisclosed)

thefollowingspecificinformationfrommyrecord:

Thisconsenttodiscloseinformationmayberevokedbymeatanytime,excepttotheextentthatactionhasalreadybeentakeninreliancethereupon.

Thisconsent,unlessexpresslyrevokedearlier,expiresupon(specifythedate,eventand/orconditionuponwhichconsentexpires):

Date:

Event:

Condition:

StudentSignature:Date

WitnessSignature:Date

ParentorLegalGuardianSignature: Date

LegalRepresentativeSignature:Date

SpecifyRelationshipofLegalRepresentative

41

PHASE4

1. ProgressReport(tobecompletedbyCaseCoordinator)

2. Reviewcaseatmeeting

TRENTONSCHOOLDISTRICT

InterventionandReferralServicesTeam(I&RS)

PROGRESSREPORT

(Confidential)

ToBeCompletedpriortoFollow-upIRSMeeting

Student:

Grade:

StaffCompletingProgressReport:

Date:

ACADEMICPROGRESS

Math / LAL / Science / SocialStudies
Current
Academic
Performance
Strengths
Areasfor
Improvement
Benchmark

BEHAVIORS/OBSERVATIONS

Studenthasdifficulty: / Math / LAL / Science / SocialStudies
Maintainingmotivation
Respondingappropriately
Followingdirections
Masteringdailyroutines
Workingwithothers
Volunteering/participating

AdditionalComments:

INTERVENTIONANDREFERRALSERVICESTEAMPROGRAMEVALUATION

*Tomonitordataonreferrals,theguidancecounselorineachschoolwillcompletethefollowing:

1.CaseLog

2. End-of-yearReport

TRENTONSCHOOLDISTRICTInterventionandReferralServicesTeam(I&RS)CASELOG

August 2014

SCHOOL:

PRINCIPAL: DATE: (Signature)

Student / Gr. / RFA
Date
Rcvd. / Parent
Letter-
1 / Parent
Letter–
2 / Initial
Meeting
Date / Problem
IdentifiedBehavior,Academic,HealthorOther / Action
PlanDevelop.Date / Initial
(4week)Follow-upMeetingdate / (8week)
Follow-upMeetingdate / Outcome

PleasesubmittotheSupervisorofStudentSupportbyJune15thofeachyear.

45

ENDOFYEARREPORT–Page1

School:

Date:

NumberandReasonforReferraltoTheI&RSTeam:

Grade / Academic / Behavioral / Health / Other
PreK
Kindergarten
First
Second
Third
Fourth
Fifth
Sixth
Seventh
Eighth
Ninth
Tenth
Eleventh
Twelfth

PleasesubmittotheSupervisorsofStudentSupportbyJune15thofeachyear.

ENDOFYEARREPORT–Page2

School:

Date:

SummaryofStrategiesMostFrequentlyUsed:

Grade / Strategies
PreK
Kindergarten
First
Second
Third
Fourth
Fifth
Sixth
Seventh
Eighth
Ninth
Tenth
Eleventh
Twelfth

PleasesubmittotheSupervisorsofStudentSupportbyJune15thofeachyear.

TRENTONSCHOOLDISTRICT

InterventionandReferralServicesTeam(I&RS)

ENDOFYEARREPORT–Page3

School:

Date:

NumberandReasonforReferraltotheChildStudyTeam:

Grade / Academic / Behavioral / Health / Other
PreK
Kindergarten
First
Second
Third
Fourth
Fifth
Sixth
Seventh
Eighth
Ninth
Tenth
Eleventh
Twelfth

Pleaseattachcommentsregardingthefollowingorwriteonthebackofthisform:

DescribetheoveralleffectivenessoftheI&RSTeaminaddressingthediverseneedsofstudentsat-risk.

BasedontheanalysisofI&RSandCSTdata,whatrecommendationsforprofessionaldevelopmentcanbemade?

PleasesubmittotheSupervisorofStudentSupportbyJune15thofeachyear.

TRENTONSCHOOLDISTRICT

InterventionandReferralServicesTeam(I&RS)

MeetingAgenda/MinutesSubmittedby:

Agenda/Date

StudentName / StatusofCase
(circleone) / Time
Scheduled / Notes
InterventionPlanningor
Follow-up
InterventionPlanningor
Follow-up
InterventionPlanning
or
Follow-up
InterventionPlanningor
Follow-up
InterventionPlanning
or
Follow-up
InterventionPlanningor
Follow-up
InterventionPlanning
or
Follow-up
InterventionPlanningor
Follow-up

OtherAgendaItems:

COMMUNICATIONLOG

Student

ParentName

HomePhone WorkPhone

FamilyData(SiblingsinSchool)

HealthData(ofconcern)

Date / Concern / Response

AppendixResources

TRENTONSCHOOLDISTRICT

SchoolBasedResourcesforMathandLiteracy

ClassroomTeachers(s):

Theclassroomteacheristheprimarysourceofinformationregardingthestudentandhisorherprogressacademically,socially,emotionally,andbehaviorally.HeorsheisresponsibleforTier1instruction,differentiation,scaffolding,andpreventativeinterventions.Heorsheisresponsibleforcommunicatingwithparents/guardians,collaboratingwithgradelevelordepartmentcolleagues,collaboratingwithsupervisors,supportstaff,andadministratorswithaneyeonstudentachievementdataattheclassroom,schoolanddistrictlevels.AteachgradeleveleachdepartmentshouldhavealiaisontothebuildingI&RSTeam.

SpecialEducationTeacher(s):

SpecialeducatorsareavaluableresourcetotheI&RSTeamandprovideinputonalternative

instructionalstrategiesandresourcesthatwouldbeappropriateforat-riskstudentsinthegeneraleducationenvironment.

Benchmarks

LanguageArtsLiteracy

DRA(K-5)InstructionalTextLevelGoals(FountasandPinnell)

Grade / Months
ofthe
Year
Sept / Oct / Nov / Dec / Jan / Feb / Mar / Apr / May / Jun
K / A / A/B / B / B / C / C / C
1 / C/D / D / E / E/F / F / G / G./H / H / I / I
2 / I/J / J / J / J/K / K / K/L / L / L / M / M
3 / M/N / N / N / N / O / O / O / P / P / P
4 / P/Q / Q / Q / Q / R / R / R / S / S / S
5 / S/T / T / T / T / U / U / U / V / V / V

Eachlevelindicatestheinstructionallevel:thatis,thelevelthatthestudentcanreadwithinstructionalsupport.Theinstructionallevelisthehighestlevelastudentcanreadwith90%accuracyand

satisfactorycomprehension(LevelA-K)or95%accuracyandsatisfactorycomprehension(LevelsL-Z).

Thestudent’sinstructionalindependentreadinglevelwillbeoneortwolevelslower.Theindependentlevelisoneatwhichthestudentcanreadwithoutteachersupport.

Ifthestudent’sinstructionallevelmatchestheindicatedlevelattheparticularpointintime,thestudentcanbeconsideredtobereadingongradelevel.Ifthestudent’slevelishigher,thenthestudentcanbeconsideredtobereadingabovegradelevel.

ScholasticReadingandMathInventories(SRISMI)

Thesewillbeadministeredtohelpinforminstructionandinterventiondecision-making.Whenmaking

decisionsteachersandadministratorswillusethefollowingchartstodetermineprogramplacement.

ScholasticSRIProficiencyBands-LexileGrade-LevelPerformanceBands

Grade / BelowBasic / Basic / Proficient / Advanced
6 / OL-499L / 500-799L / 800-1050L / 1051L+
7 / OL-549L / 550-849L / 850-1100L / 1101L+
8 / OL-599L / 600-899L / 900-1150L / 1151L+
9 / OL-649L / 650-999L / 1000-1200L / 1201L+
10 / OL-699L / 700-1024L / 1025-1250L / 1251L+
1112 / OL-799L / 800-1049L / 1050-1300L / 1301L+

ScholasticMathInventory(SMI)-ScholasticMathPerformanceStandards

Grade / BelowBasic / Basic / Proficient / Advanced
2 / AtorBelow100Q / 101-215Q / 216-424Q / AtorAbove425Q
3 / AtorBelow215Q / 220-395Q / 396-524Q / AtorAbove525Q
4 / AtorBelow350Q / 351-465Q / 466-724Q / AtorAbove725Q
5 / AtorBelow550Q / 551-675Q / 676-824Q / AtorAbove825Q
6 / AtorBelow640Q / 641-775Q / 776-954Q / AtorAbove955Q
7 / AtorBelow700Q / 701-885Q / 886-1044Q / AtorAbove1045Q
8 / AtorBelow800Q / 801-1025Q / 1026-1144Q / AtorAbove1145Q

Atgrades3-11,thedistrictalsoconsidersNJASKdata,markingperiodgrades,andotherassessmentswhenmakingdecisionsregardingtheneedforacademicintervention.A4thgradechildwhoisidentifiedforacademicinterventioninlanguageartsliteracywouldtypicallyhavescoressuchasthese:3rdgr.NJASKLAL:190orbelow;GuidedReadingLevel:LorbelowDRAscore:20orbelow.

TrentonPublicSchools

MenuofSuggestedReadingandMathInterventions

Grades / Reading
OneormorelevelsBELOW / Math
OneormorelevelsBELOW
K-5 / Strategies
GuidedReadingWriting
WordStudy
Programs
Houghton-Mifflin
Interventions
Read180
Systems44
Lexia
Waterford
Wilson
FountasPinnell(LLIKits) / Strategies
GuidedMath
AcademicLanguageDevelopment
Programs
FirstInMath
Reflex
MyMathResources
6-12 / Strategies
GuidedReadingWriting
WordStudy
Programs
Read180
Systems44
Achieve3000 / Strategies
GuidedMath
AcademicLanguageDevelopment
Programs
FirstInMath
Reflex
RenaissanceLearning

TRENTONSCHOOLDISTRICT

School BasedAcademicandBehavior Resource

June2014

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