Step 3

SAT coordinator assembles meeting of staff and parents and sends Parent Input form along with invitation for the meeting.Brainstorm with parents and review all information collected noting strengths and weaknesses- use SAT Minutes Form againDiscuss any environmental factors that could be contributing and brainstorm strategies to assist.Schedule a meeting in 9 weeks to meet again as a team to analyze data. Inform parents that they will be updated weekly with progress monitoring data. Discuss option of Sp. Ed. referral if student does not make gains. Implement strategies and intervention in classroom and power hour to remediate areas of concern. Continue to collect data.

Step 3

12/2/2011Parent Input Form

2/2/20112SAT Meeting Invitation

2/2/20113

2/2/20114

2/2/20115TEACHER SAT WORKSHEET

This is a working document for the SAT ProcessStudent:

______________Grade:

Teacher:

_______________ School Year:

SUBJECT AREA:

( Basic Reading

( Math Calculation

( Oral Expression

( Reading Fluency

( Math Problem Solving( Listening Comprehension

( Reading Comprehension ( Written Expression

Note: If there is concern regarding more than one subject area, please complete a separate worksheet for that area.

I. ACADEMIC ACHIEVEMENT REGARDING GRADE-LEVEL EXPECTATIONS

METHOD OF REPORTING:

PROGRESS MONITORING / BENCHMARK SCREENING:

1. Type of progress monitoring used:

( DIBELS ( AIMSweb ( Yearly Progress Pro( EdCheckup2. Please mark the appropriate column for each week:Week Number/DateStudent ScoreMeets / exceeds aimlineFalls below aimline

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

AND/OR

( CRITERION-BASED MEASUREMENT (CBM)/BENCHMARK SCREENING( GLAD ( SRI / STAR ( DRA ( COMPASS

Date administered:

Outcome:

Students score:

This score is:

( At benchmark level or above grade-level median score if using local

norms (Strength)

( At at-risk level or below 10th percentile if using local norms (Weakness)( Neither strength nor weaknessTeacher Pattern of Strengths & Weaknesses Summary FormStudent:

Grade:

Teacher: ___________Date:_________

SUBJECT AREA:( Basic Reading

( Math Calculation

( Oral Expression

( Reading Fluency

( Math Problem Solving( Listening Comprehension

( Reading Comprehension ( Written Expression

Assessment TypeStrengthWeaknessNeither

Progress Monitoring:( Student meets/exceeds aimline( Student is falling below aimline for at least 4 consecutive weeks on most recent tests

Criterion-Based Measurement (CBM) (Benchmark) Screening( At benchmark level or above grade-level median score if using local norms( At at-risk level or below 10th percentile if using local norms

MEAP( Level 1 or Level 2 ( Level 3 or Level 4

Classroom Assessments( Scores > 80%( Scores < 60%

Grade( A/B or meets/exceeds expectations ( D/E or does not meet expectations

Behavioral Information( Based on teachers professional judgment in comparing student to others in classroom( Based on teachers professional judgment in comparing student to others in classroom

PSW Summary Sheet for all other subject areas (lower half of this form)( Student demonstrates average understanding of academic content in comparison to other students in classroom.( Student demonstrates that s/he does not understand the academic content.

Academic Achievement regarding grade-level expectationsAge-appropriate

functional/intellectual

skills

Progress Monitoring or CBM screening MEAPCurriculum AssessmentsGrades

Basic ReadingS N WS N WS N WS N W

Reading FluencyS N WS N WS N WS N W

Reading

Comp.S N WS N WS N WS N W

Math Calc.

S N WS N WS N WS N W

Math Prob. SolvingS N WS N WS N WS N W

Written Exp.

S N WS N WS N WS N W

Oral Exp.

S N WS N WS N WS N W

Listening Comp.S N WS N WS N WS N W

S = Strength: Area(s) of Strength (i.e., at least 3 S checks for each area) are: ______________________________

W = Weakness: Area(s) of Weakness (i.e., at least 4 W checks for each area, including at least 1 individually administered academic achievement assessment) are:___________________________________________________.

N = Neither strength/weakness

Students Patterns of Strengths & Weaknesses in All Other Subject Areas

Developed by Raquel Fernandez-Earns, PhD

tPSW summary rev: 8.26.10