FAQs

Frequently Asked Questions About the SRBI Process
** Assessment Questions **

1. // For Non-SRBI students, is it necessary to administer the writing prompt 3X a year? // Yes, the universal assessment component of SRBI along with our literacy assessment plan includes a writing assessment 3x a year. 2. //Are// //kindergarten students ready in September?// Yes, kindergarten students are ready for assessment in September/October and it is more efficient and effective to determine their instructional levels as early as possible to design appropriate instruction. 3.  // Is it necessary to DRA (DRP) three times a year? // At this point in time, we are targeting the DRA2 for three times a year. Since this is our first year using DRA2, we will proceed with care to determine if assessing all students mid year is necessary and productive. The Literacy Team will provide guidelines for completing the DRA2 process without compromising effective instruction. The DRP assessment will be given to students for whom we need more information.
 * DRA Questions **

1. // When determining the area of instructional focus from the DRA2, do teachers look at independent or instructional level? // Both levels are important. Teachers should be aware of their independent level for choosing “just right books.” Their instructional level should be used for guided reading group work. The "Focus for Instruction" page is helpful even if a student is independent on a certain level (student doesn’t have to score independent in all categories to achieve an overall independent score). 2. // Should there be an agreed upon benchmark to start DRA2 evaluation unless there is significant data supporting otherwise? // This was a problem unique to this year because the DRA2 was not administered at the end of last school year. Next fall, teachers will be able to use the May DRA2 level as a starting point for determining the right place to start assessing. The literacy committee will come up with some guidelines for assessing students new to the district who do not have DRA2 scores. 3. // Must we complete word analysis on each child that scores below the DRA2 benchmark? Some teachers have close to 40% of their students below the benchmark. The word analysis is time consuming and if comprehension is the weakness, the students are demonstrating CONTROL on the word analysis. // If the Oral Reading Fluency score is in the independent range at the benchmark level then there's no reason to give the Word Analysis tasks. If a child is not making goal because of comprehension, Word Analysis isn't going to help. On the DRA 2 itself, it suggests when to use the Word Analysis. When a child's miscues indicate that he/she is below independent, the actual directions recommend stopping at that level and giving the Word Analysis.
 * SRBI Tier Questions **

1. //In certain cases, when the benchmark assessment data shows a significant issue(s), can the child be streamlined to Tier II?// Even with significant issues, classroom teachers must begin to provide and document interventions for children in their classrooms through guided reading group instruction. However, the grade level SRBI team might decide that supportive interventions by the push-in specialist could begin more quickly than in less significant cases. 2//. At what point should parents be notified and what information is appropriate to present?// Once assessment information indicates that a student has a significant issue (more than slightly below benchmarks) parents should be informed of the area of concern and should be given information about how interventions will be provided (use district letter). This can occur at Tier I even before an SRBI specialist is involved. 3. //How to approach multiple areas of concern?// When students show multiple areas of concern, the grade level SRBI team (GLSRBIT) should determine which area has the greatest potential for overall improvement. Target that area first. For example, a student might exhibit inattentiveness to his/her work but an adjustment in the demand of the task might make him/her more attentive. For students who exhibit multiple, complex issues, the GLSRBIT might recommend review by the SST. 4. //Can Instructional Aides be used to provide Tier 1 interventions?// Instructional aides can support very specific interventions designed by the classroom teacher. For example, they might support a child learning to use a Destination Reading intervention or they might review sight words or practice fluency with a child as long as they know what and how to record progress. **Intervention Questions**

1//.// //How will I know that the intervention has worked? What is my measure? What type of wording should be used to record "progress"?// If the targeted instruction is worded with measurable objectives, that wording should guide the determination of progress and writing progress reports. For example, if the objective states: By the end of targeted instruction, Joey will be able to read with 90% accuracy the list of identified sight words. The progress report might read: At the end of 3 weeks of targeted small-group instruction, Joey successfully completed his goal by reading his list of identified sight words with 90% accuracy. We will try to provide you with some samples of measurable objectives. //2. When should classroom teachers begin recording interventions after today?// Teachers should begin recording interventions and progress immediately, especially for students who exhibit significant instructional issues. 3. //Do we document each intervention in the classroom, even if we believe the child will not proceed to Tier II?// Your instructional plans and on-going assessments will provide records of instruction and progress for Tier I students who are average or above average and will not require specific interventions. 4. //Should outside tutors provided by the parents be part of a students documentation of support? How should we document work sent home?// Teachers can note that this type of support (tutors or homework) is being supported by the parents but it will not be part of the formal documentation of interventions because we have no control over its content, consistency or fidelity. //5. Who is responsible for holding data?// The classroom teacher is responsible for maintaining the data on each of the students in their class who are receiving interventions. The SRBI Specialist should have easy access to this information and they will include their reports in the students’ data files. //6. How legal are documents we're recording on? Can parents request to see it? Do we turn over to PPT?// The documents that record identified needs, intervention and progress may be used by a PPT to determine a child’s need for special education. Therefore, those documents may take on the same legal status as formal evaluation documents. In your conversations with parents, you may use these documents to provide parents with evidence of student progress or lack of progress. //7. Which students should be brought to the team first if we all have students we're concerned about?// Each teacher on a grade level should create a list of his/her own students prioritized by need based upon the universal assessments in Sept. Teachers should begin immediately to create guided reading groups with instruction to meet the identified needs of students. The GLSRBIT with the help of SRBI Specialists should then use the class lists to create a list of students on each grade level prioritized by need. This process should help identify students most in need of attention so that specialists can target their instruction accordingly.