Guidance for the Integration of Reading Interventions into the

Transcription

7/25/2012 1:19 PM
Guidance for the Integration
of Reading Interventions into
the Language Arts Curriculum
Dr. Gerry Crisonino, Director
Candace Coccaro, Supervisor
Melissa Cook, Teacher
Peter LaMonica, Teacher
Amanda Sica-Irizarry, Teacher
Sean Healy, Teacher
Updated February, 2014
Table of Contents
About Intervention
Page 3
Support Provided by the Special Education Department
Page 6
Grades K – 5:
Guidance for Self-Contained Classrooms
Page 7
Guidance for Resource Teacher
Page 14
Guidance for Inclusion Classrooms
Page 17
Guidance for General Education Classrooms
Page 21
Guidance for Mission READ Teachers
Page 22
Guidance for Cognitive Mild / Moderate Classrooms
Page 23
Student Intervention Placement Worksheet / Data Collection
Page 24
Guidance for Assessment, Grading, and Documentation
Page 28
Lesson Plan Template for the Sonday System
Page 34
Middle School:
Guidance for Whole Group / Small Group Intervention
Page 36
High School:
Guidance for iLit (High School)
Page 37
Additional Information:
Guidance for Creating SGOs
Page 39
How to Request Support from Special Education
Page 49
2
Jersey City Public Schools Department of Special Education©2013
On December 3, 2004, Congress reauthorized the Individuals with
Disabilities Education Improvement Act (IDEA 2004). IDEA 2004 and
No Child Left Behind (NCLB 2001) stress the use of professionally
sound interventions and research based instruction, as well as the
delivery of effective academic and behavioral programs to improve
student performance. Provisions of IDEA 2004 allow school districts
to use scientific, research based interventions as an alternative
method for identifying students with specific learning disabilities
(SLD). Recent research shows that multi-tiered intervention models
are effective educational practices within schools to bring quality
instruction to all students. Below you will find descriptions of the
various curriculum supplements the Department of Special Education
will be utilizing as interventions for below level readers.
Kindergarten – Grade 5
My Sidewalks on Reading Street is an intensive reading intervention
program that accelerates the reading development of struggling
students. It aligns instruction perfectly with Scott Foresman Reading
Street, but can be used with any core classroom reading program. My
Sidewalks accelerates reading through 30 weeks of reading
intervention, 30-45 minutes every day; emphasis on deep meaning of
vocabulary and concepts; and highly specified instruction so you teach
more thoroughly.
3
Kindergarten – Grade 8
Sonday System is Orton Gillingham based and is a systematic, explicit,
sequential and cumulative multi-sensory language instruction
program aimed to improve student reading and spelling skills. It
focuses on the following: phonological awareness; phonics
instruction; fluency; vocabulary and comprehension. Sonday System
has been purchased for implementation with students functioning
two years below grade level. It is appropriate for all ages and skill
levels, and meets the standards outlined by The National Reading
Panel.
Holt McDougall Adapted Interactive Readers
Grades 6 – 8
The selections in this reader target students reading well below grade
level (approximately 2-3 grade levels). Selections have been fully
adapted by modifying content complications, vocabulary and syntax.
This reader also exactly parallels the Essential Course of Study in the
Student Edition and includes space for students to record their
thoughts about their readings as they move through the selection. It
also includes skill builder pages with scaffolding and graphic
organizers. This resource would be used during Whole group
instruction.
4
Grades 9 - 10
Jersey City Public Schools will utilize the iLit program for students in
grades 9-10 who are reading 1-4 grade levels below their on-level
peers, those students who are not making yearly progress on reading
assessments, and those students who may have fallen in the reading
gap. Pearson’s iLit core reading program for struggling readers is
designed offer each student personalized learning support based on
their own instructional needs, engaging interactivities, and built-in
reward systems that motivate students and track their progress.
5
Support Provided by the
Special Education Department
R.I.S.E. Resources and Interventions for Student Excellence is designed to assist
students “at risk”, and help reduce the disproportionality rate in grades K through
12. These students have not been identified as needing Special Education
services, yet are in need of additional academic and behavioral supports to
succeed in a general education environment. The R.I.S.E. teachers focus on
individual student needs and provide the necessary tools for success.
C.C.T. Collaborative Consultation Services are delivered by a Special Education
Teacher who provides ongoing support for students with an I.E.P. in a General
Education Class, as well as students “at risk.” The CCT works closely with the
classroom teacher to facilitate modifications, strategies, implementation of
adaptations, interventions and accommodations that best meet the students’
needs. Thus, the C.C.T. ensures unlimited educational opportunities for students.
L.I.N.K.S. - Leaders Integrating and Networking Knowledge for Support provides
professional development needs to district staff. L.I.N.K.S. Team provides
professional development to new teachers, substitutes, paraprofessionals,
general education and special education teachers, specialists, and Collaborative
Consultation Teachers. They also provide accommodations, adaptations,
interventions, modifications, and behavioral, social and academic support to
students.
6
WHOLE GROUP ACTIVITIES:
SELF CONTAINED K-2
UTILIZING GRADE 1 CORE CURRICULUM LESSONS
 Concept talk
 Anchored talk
 Oral Vocabulary
 Listening Comprehension
Day 1
Day 2
 Concept talk
 Oral Vocabulary
 Anchored Talk
 Story Words
 Vocabulary
 Build Background
 Main Selection- First read
*Utilize Option 1 questions for discussion
Day 3
 Concept talk
 Oral Vocabulary
 Anchored talk
 Literary Text( from Day 2)
 Main Selection- second read
*Utilize Option 2 questions for discussion
Think Critically
Day 4




Concept Talk
Oral Vocabulary
Anchored talk
Paired Selection- Guided
Comprehension
Day 5





Concept Wrap up
Oral Vocabulary
Listening and Speaking
Vocabulary
Comprehension review, Vocabulary
review, Literary Non-Fiction review as
needed
*Daily activities can wrap from one day to the next but should not be skipped. All whole
group activities should be completed by Day 5. Please note, this is a 5 day schedule, not a
weekly schedule, and may extend from one week to the following week.
7
Self- Contained Flow Chart for Grades K-2
Small Group Instruction: Student Placement
Initial placement of students into small groups is determined by:
1. Analyze Terra Nova scores, & DORA data from June
2. Administer Reading Street baseline test on grade level
If score on Reading Street grade level
baseline test is 40% or above in
"Strategic Intervention"
3.
THEN
explore inclusion options for
that student with the Child
Study Team
3. If score on grade level baseline test is lower than 40% in "Strategic Intervention", THEN
administer My Sidewalks placement test on grade level. Use “Interpreting the Scores” in the My
Sidewalks Assessment Book to determine placement.
If student places on grade level for
My Sidewalks
THEN
utilize My Sidewalks on
grade level for that student
during small group
instruction
If a 1st or 2nd grade student does
not place on grade level for My
Sidewalks
THEN
administer My Sidewalks
placement test one year
below grade level
* K student see below
If student places one year below
grade level
If 1st or 2nd grade student places
2 or more years below grade
level on My Sidewalks placement
test or a K student who does not
demonstrate pre-reading skills
THEN
THEN
utilize My Sidewalks one year
below grade level for that
student during small group
instruction
place in Sonday Let's Play
Learn during small group
instruction
*For Kindergarten students: If student does not place on K level for My Sidewalks but they
exhibit pre-reading skills then place the student on My Sidewalks for K.
Self- Contained K-2
Daily and Weekly Suggested Instructional Minutes
(Utilizing Grade 1 CORE Curriculum and Intervention Programs)
Plan Book
Headings
Opening Ex.
Day 1
Day 2
Day 3
Day 4
Day 5
15
minutes
45
minutes
15
minutes
45
minutes
15
minutes
45
minutes
15
minutes
45
minutes
15
minutes
35
minutes
Small Group
Instruction
90
minutes
90
minutes
90
minutes
60
minutes
60
minutes
Language
Arts/Writing
30
minutes
30
minutes
30
minutes
30
minutes
25
minutes
Independent
Reading
15
minutes
15
minutes
15
minutes
15
minutes
15
minutes
Social
Studies and
Science
Health
30
minutes
Social St.
30
minutes
Science
Math
60
minutes
45
minutes
330
30
minutes
60
minutes
45
minutes
330
30
minutes
Social St.
30
minutes
60
minutes
45
minutes
330
30
minutes
Science
45
minutes
60
minutes
45
minutes
330
Whole
Group
(Get Ready to
Read; Read
and
Comprehend)
Preps
Grand Total
60
minutes
45
minutes
330
9
WHOLE GROUP ACTIVITIES: SELF CONTAINED GRADE 3 TO GRADE 5
UTILIZING GRADE 4 CORE CURRICULUM LESSONS
Day 1





Concept Talk
Anchored Talk
Oral Vocabulary
Skill / Strategy
Vocabulary
Day 2






Concept Talk
Anchored Talk
Oral Vocabulary
Literary Terms
Text Structure
Vocabulary Strategy
Day 3






Concept Talk
Anchored Talk
Oral Vocabulary
Build Background (DAY 2)
Pre-Reading Strategies (DAY 2)
Read and Comprehend (DAY 2) – First read of story
 Utilize option 1 questions
 Effective reading may include read-aloud,
choral reading, echo reading, etc.
 No round robin reading should be utilized, as
some children may not be able to read the
text without support
Day 4




Concept Talk
Anchored Talk
Oral Vocabulary
Second Read of Story (Day 3)
 Purpose- revisit complex text for deeper
understanding
 Utilize option 2 Higher Order Thinking
Questions and / or Think Critically Questions
for discussion
 One “Think Critically” question can be used to
teach students how to write in response to
reading
Day 5







Concept Wrap Up
Amazing Ideas
Let’s Think About Genre (Day 4)
Paired Reading using Guided Comprehension (Day)4
Extended Thinking (Day 4)
Read Across Texts (Day 4)
Write Across Texts (Day 4)
*Daily activities can wrap from one day to the next but should not be skipped. All whole group
activities should be completed by Day 5. Please note, this is a 5 day schedule, not a weekly
schedule, and may extend from one week to the following week.
10
Self- Contained Flow Chart for Grades 3-5
1. Analyze Terra Nova scores, & DORA data from June
4.
If score on Reading Street grade
level baseline test is 40% or
above in "Strategic Intervention"
THEN
explore inclusion options
for that student with the
Child Study Team
3. If score on grade level baseline test is lower than 40% in "Strategic Intervention", THEN
administer My Sidewalks placement test on grade level. Use “Interpreting the Scores” in the My
Sidewalks Assessment Book to determine placement.
If student places on grade level
for My Sidewalks
THEN
utilize My Sidewalks on
grade level for that
student during small
group instruction
If student does not place on
grade level for My Sidewalks
THEN
administer My Sidewalks
placement test one year
below grade level
THEN
utilize My Sidewalks one
year below grade level for
that student during small
group instruction
If student places one year
below grade level
If student places 2 or more
years below grade level on
My Sidewalks placement test
THEN
place in Sonday System 1
during small group
instruction
11
Self- Contained 3-5
Daily and Weekly Suggested Instructional Minutes
(Utilizing Grade 4 CORE Curriculum and Intervention Programs)
Plan Book
Headings
Opening Ex.
Day 1
Day 2
Day 3
Day 4
Day 5
15
minutes
45
minutes
15
minutes
45
minutes
15
minutes
45
minutes
15
minutes
35
minutes
15
minutes
30
minutes
Small Group
Instruction
60
minutes
60
minutes
60
minutes
60
minutes
60
minutes
Language
Arts/Writing
30
minutes
30
minutes
30
minutes
30
minutes
30
minutes
45
minutes
25
minutes
30
minutes
90
minutes
30
minutes
45
minutes
330
90
minutes
30
minutes
45
minutes
330
Whole Group
(Get Ready to Read;
Read and
Comprehend)
Independent
45
Reading/Social
minutes
Studies/Interactive
Science
Math
( 45 minutes
hands-on
science
activity)
90
minutes
90
minutes
90
minutes
45
minutes
330
45/45
minutes
330
45
minutes
330
Health
Preps
Total
12
Sample Small Group Organization for Self Contained Classrooms:
Session 1
Session 2
Session 3
Group A – Paraprofessional Led
Group A – Independent Station
Day 1 – Build Background: Concept
Literacy Reader or Below Level Reader
Day 2 – Reinforce Comprehension
Day 3 – Reinforce Vocabulary
Day 4 – Practice Retelling and Genre
Focus
Day 5 – Revisit Concept Reader or
Below Level Reader to build fluency
(use fluency routine)
15 Minutes – Computer: Teacher assigns
decodable reader or leveled text from
Reading Street
Group B– Independent Station
Group B – Teacher Directed
Group B– Paraprofessional Led
15 Minutes – Computer: Teacher
assigns decodable reader or leveled
text from Reading Street
Sonday System / My
Sidewalks
Group A – Teacher Led
Sonday System / My
Sidewalks
15 Minutes – Center Activity to
practice skills
Examples: Read for Meaning, Let’s
Write, Get Fluent
15 Minutes – Center Activity to practice
skills
Examples: Read for Meaning, Let’s Write,
Get Fluent
Day 1 – Build Background: Concept Literacy
Reader or Below Level Reader
Day 4 – Practice Retelling and Genre Focus
Day 5 – Revisit Concept Reader or Below Level
Reader to build fluency (use fluency routine)
Group C– Paraprofessional Led
Group C– Independent Station
Group C – Teacher Directed
Day 1 – Build Background: Concept
Literacy Reader or Below Level Reader
Day 4 – Practice Retelling and Genre
Focus
Day 5 – Revisit Concept Reader or
Below Level Reader to build fluency
(use fluency routine)
15 Minutes – Computer: Teacher
assigns decodable reader or leveled
text from Reading Street
Sonday System / My Sidewalks
15 Minutes – Center Activity to
practice skills
Examples: Read for Meaning, Let’s
Write, Get Fluent
13
Resource Teacher
Guidance on how to effectively use this position for student achievement
It is the responsibility of the Resource Teacher to support Special Education students who have been
identified by the child study team as needing additional resource support. In the area of Language
Arts, a Resource room teacher will assist with data analysis for Special Education students using the
flow charts for Resource and Inclusion classrooms. The purpose is to identify Special Education
students in need of intensive reading instruction utilizing My Sidewalks and the Sonday System for
small group instruction.
After students are identified, Resource teachers and Mission R.E.A.D. teachers will collaborate to
create their caseloads. If a Mission R.E.A.D. teacher is providing small group instruction for Language
Arts using the Sonday System, these students should not be on the Resource teacher’s caseload.
Students receiving Resource Room instruction through the use of My Sidewalks and the Sonday System
should not be included on a Mission R.E.A.D. caseload.
Resource teachers should create schedules where push in and pull out** are both used during the
small group Reading Street block. Schedules can be created across grade levels as long as small groups
are cohesive and students have similar skill sets. Resource teachers will create schedules for which
their instruction coincides with the timing of small group instruction in the classroom.
**Students should only be instructed using these interventions during Small Group Instruction,
regardless of whether it is a push-in or pull out group. It is imperative that students are exposed to
grade level content during whole group instruction. The resource teacher’s schedule can be created
as shown below:
Push In Group:

Students placed in a My Sidewalks group on grade level
Pull Out Group:


Students placed in the Sonday System
Students placed in a My Sidewalks group one grade level below
14
My Sidewalks Placement



Utilize flow chart for student placement into a level on My Sidewalks
Data Analysis
Review of the scope and sequence
Use the My Sidewalks level that the student placed on during the My Sidewalks placement test
*If the student places 2 or more years below grade level, the student will be placed in Sonday System
Sonday System Placement
 Administer the Pre-Reading Check for Knowledge
 Data Analysis
 Review of the scope and sequence
If the student does not demonstrate a phonological base
If the student has some deficits but can read and spell 17
consonants
If a student is in middle school and is at a third grade reading level
or above
Let’s Play Learn
Sonday System 1
(use the Pre-test to create cohesive small groups with
similar skills)
Administer the Sonday System 2 Entry Test to determine
placement
15
Resource Flow Chart
Assessments:
1. Analyze NJ ASK Terra Nova scores, & DORA data from June
If score on Reading Street
grade level baseline test is
40% or above in "Strategic
Intervention"
3.
THEN
explore inclusion options
for that student with the
Child Study Team
3. If score on grade level baseline test is lower than 40% in "Strategic Intervention", THEN administer My
Sidewalks placement test on grade level. Use “Interpreting the Scores” in the My Sidewalks Assessment
Book to determine placement.
If student places on grade
level for My Sidewalks
If student does not place
on grade level for My
Sidewalks
If student places one year
below grade level
If student places 2 or
more years below grade
level on My Sidewalks
placement test
THEN
utilize My Sidewalks
on grade level for
that student
THEN
administer My
Sidewalks placement
test one year below
grade level
THEN
utilize My Sidewalks
one year below grade
level for that student
THEN
explore inclusion
options for that
student with the Child
Study Team
explore inclusion
options for that
student with the Child
Study Team
Place in Sonday Let's
Play Learn or Sonday
System 1 (push in or
pull out)
16
Foundational Understanding for Co-Teaching
Co-teaching requires that teachers co-plan, co-manage, co-instruct and co-assess. Both teachers
should be actively engaged in lesson implementation during whole group, small group and
independent practice. Both teachers should also be involved in assessing students and providing
appropriate accommodations, adaptations and modifications as needed. In order to accomplish
this, regular education and special education inclusion teachers must co-plan lessons on a regular
basis. Support in doing this planning effectively can be provided through the Special Education
Department.
The New Jersey Department of Education is also focused on assisting districts with co-teaching and
has identified the following co-teaching instructional arrangements:

Team Teaching- In this arrangement, the special education teacher shares in instruction by
teaching, reinforcing, modeling, and adapting the content delivered with the general
education teacher. Lessons may be divided into segments, with the general education
teacher and the special education teacher taking turns presenting concepts, strategies and
techniques. It is essential in team teaching that both teachers maintain an active role
throughout the lesson. Lesson plans should detail how coteaching will be done. See
example.

Parallel Teaching- In this arrangement, the general education teacher and the special
education teacher divide the students into work groups. Each teacher becomes responsible
for teaching a smaller instructional group or groups and groups should change depending
on the lesson goals and student needs. Both teachers may provide instruction in the same
content or different content within the same lesson. When possible, groups should be
heterogeneous and both the GE and SE teacher share responsibility for all students. Lesson
plans should detail how parallel teaching will be done and what content will be used. See
example.

Supportive Instruction- This arrangement enhances or reinforces the lesson content by
helping students attend to, understand, and remember key information, relationships and
processes. In this arrangement, the general education teacher has primary instructional
responsibility for initial presentation of content. The special education teacher assumes an
active role by supporting and adapting instruction and content so that all learners are
successful. If using this model, lesson plans should not simply list the supports and
adaptations planned, but should detail when the supports will be used and examples of
supports should be included when appropriate. See example.

Complementary Instruction- This arrangement focuses on teaching students how to learn.
Students are explicitly taught learning strategies/study skills to enable them to master
curriculum content. The general education teacher presents the lesson content and the
special education teacher models and provides guided practice in using learning strategies
to understand the content. Lesson plans should reflect how this will be done and include an
example and/or model when appropriate.
17
Elementary Co -Teaching Example Using Team Teaching and Parallel Teaching
Reading Street-Grade 2-5-Day 1- Get Ready to Read- Concept Talk; Vocabulary and Phonics - 30
minutes - Teacher 1 is the General Education Teacher, Teacher 2 is the Special Education Teacher
Question of the Week- 5-7 minute (Team Teaching- Students in whole group and heterogeneous
small groups)
Teacher 1- Introduce the Question of the Week to all students. Break students into 4 or 5
heterogeneous groups.
Teacher 1 and 2- Each teacher should be responsible for half of the groups. Teachers should guide
the discussion in each group by encouraging elaboration of the conversation.
Teacher 2- Lead a quick whole group discussion of the question.
Anchored Talk- 5-7 minutes (Team Teaching- Students in whole group and heterogeneous small
groups)
Teacher 1- Introduce “Let’s Talk About” page in student books by having all students look at the
picture and think about the questions asked.
Teacher 1 and 2- Students should discuss the questions in small groups. Each teacher should
continue to be responsible for the same groups and guide the discussion so that each group is
prepared to share at least two things in response to the question posed.
Teacher 1- Lead a quick whole group discussion eliciting two ideas from each group.
Teacher 2- Create and complete a graphic organizer with the whole class that includes responses
from each group.
Oral Vocabulary- 5-7 minutes (Team teaching and Parallel teaching- Students in whole group and
needs based small group)
Teacher 1 and 2- Teacher 1 introduces the Amazing Words by reading the short passage to the
whole group. Teacher 2 helps students to identify when the Amazing Words are read by teaching
students to use a hand signal and then monitoring to see which students do so.
Teacher 1 and Teacher 2- Teacher 1 should teach each of the Amazing Words to students who did
not have difficulty during whole group instruction. Teacher 2 should teach the words to students
who had difficulty during whole group instruction.
Phonics- 10-15 minutes (Team teaching and Parallel teaching- Students in whole group and needs
based small group)
Teacher 1- Teacher 1 should explicitly teach the phonics skill to the whole group. Teacher 2 should
monitor and focus on students who have difficulty with phonics to be sure their responses are
correct and they are on task.
Teacher 1 and 2- Each teacher should complete the Guided Practice and Blend and Read sections.
The general education teacher should work with students not having trouble with initial instruction
in the phonics concept. The special education teacher should work with students who
demonstrated difficulty with the phonics concept during initial instruction.
18
Complementary and Supportive Co- Teaching
(Adapted from A Learning Resource Center Network Project, adapted from JDiMeo and updated 2013)
Supportive Examples

Reword oral or written directions.

Reteach a previously taught concept.

Develop a study guide and lecture outlines. Model and provide guided practice until students can
use these guides independently.

Model and provide guided practice in using graphic organizers to understand content.

Design an adapted assessment tool.

Break tasks down into smaller chunks.

Use manipulatives to reinforce lessons as appropriate.

Provide students with corrective, timely and specific feedback throughout the lesson.

Color code text as appropriate to identify new vocabulary and/or key concepts.

Reduce visual clutter on a page.

The special education teacher can conduct mini lessons in using learning strategies.
Complementary Examples

The special education teacher teaches all students how to take notes and models specifically how to
do this. Students who are independent can utilize the note-taking strategy independently as the
general education teacher teaches the content. During the lesson, the special education teacher
monitors and assists students who struggle with note taking, thus insuring important information
from the lesson is not missed.

Following a science unit on weather, the special education teacher explicitly models and provides
guided practice in using strategies for memorization to help students prepare for the upcoming test.

Other tasks the special education teacher can explicitly teach: memory strategies, keeping an
organized notebook, time and task management, goal setting, self-monitoring, research skills
19
Small Group Instruction:
Inclusion


Analyze NJASK and DORA
Administer Reading Street Baseline Test
Reading Street Baseline Score
40%- 100%
If the student falls in a range of 40%- 65% *
Small Group Instructional Strategies
Continue to utilize the Reading Street CORE including
leveled readers and differentiated instruction lessons
provided
Utilize the RTI kits
leveled readers and differentiated instruction lessons
provided
0-40%
General Education teacher should meet with these
students at least 3 times per week(15- 20 minutes)
and will continue to utilize the Reading Street CORE
including leveled readers and differentiated
instruction lessons provided
The Inclusion teacher will meet with these students
daily (30 min) to implement My Sidewalks
Additional support will be provided through referrals
to Mission R.E.A.D., C.C.T., and R.I.S.E





Additional Support Teachers
Mission R.E.A.D.
C.C.T.
Reading Recovery
Reading Specialists
Any other available teachers




Suggestions for added support
Push in during small group
Pull out during small group
After school
Before school
*For students who score in the lower range of this scale, you may analyze additional information to
determine if a more intensive intervention is necessary. This should include most recent DORA scores,
current reading data, final reading grade from the previous year, and any additional information from the
student cumulative folder.
20
Guidance for General Education
Small Group Instruction
with added support from R.I.S.E. and C.C.T.


Analyze NJASK and DORA
Administer Reading Street Baseline Test
Reading Street Baseline Score
40%- 100%

Small Group Instructional Strategies
leveled readers and differentiated instruction
lessons provided
If the student falls in a range of 40%- 65%
Request assistance from the R.I.S.E. program or
C.C.T. program in order to obtain RTI kits and
consultation services
lessons provided
0-40%
Additional support teacher can meet with this group
at least 3 times per week(15- 20 minutes) and focus
on My Sidewalks
lessons provided
Additional support will be provided through referrals
to Mission R.E.A.D., C.C.T., and R.I.S.E.
Additional Support Teachers





Mission R.E.A.D.
C.C.T.
Reading Recovery
Reading Specialists
Any other available teachers
Suggestions for added support




Push in during small group
Pull out during small group
After school
Before school
21
Mission R.E.A.D. (Raising Expectations Achievement and Determination)
In the area of Language Arts, the focus of a Mission R.E.A.D. teacher is to assist with data analysis for
students using the Special Education flow charts for Self-Contained, Inclusion and General Education
classrooms. The purpose is to identify students for small group instruction utilizing the Sonday System.
After students are identified, Mission R.E.A.D. teachers will create their caseloads by including both “at
risk” general education and special education* students in need of intensive reading instruction
through the use of the Sonday System. (If a Resource Room teacher is providing small group instruction
for Language Arts using the Sonday System, these students should not be on the Mission R.E.A.D.
caseload.)
* Students receiving Resource Room instruction through the use of the Sonday System should not be
included in a Mission R.E.A.D. caseload. Mission R.E.A.D. can be considered a Resource Program.
Mission R.E.A.D. teachers should create schedules where push in and pull out** are both used during
the small group Reading Street block. Schedules can be created across grade levels as long as small
groups are cohesive and students have similar skill sets.
**Students should only be pulled out during Small Group Instruction. It is imperative that students
are exposed to grade level content during whole group instruction.
Sonday System Placement



Data Analysis
Review of the scope and sequence
Administer the Pre-Reading Check for Knowledge
If the student does not demonstrate a
phonological base
Let’s Play Learn
If the student has some deficits but can read and
spell 17 consonants
Sonday System 1
(can use the Pre-test to create cohesive small
groups with similar skills)
If a student is in middle school and is at a third
grade reading level or above
Administer the Sonday System 2 Entry Test to
determine placement
22
Students in Cognitive Mild and Moderate Classes:
Guidelines for placing students into The Sonday System / Let’s Play Learn
 Administer - Sonday System 1 Check for Knowledge : Pre-Reading Levels 1-4
If no skills are
mastered
THEN
Begin with
Pre-Reading
Level 1
OR place student in Let’s Play
Learn, using Mastery Checks to
determine appropriate
placement
5.
If SOME skills are mastered, review the mastered skills briefly at each Session while gradually introducing
new activities. Spend 2-5 minutes with each activity, alternating PreReading activities in PreReading Levels
1-4 to keep the Session interesting and productive. When working with a group, practice each activity until
ALL students are comfortable.
If the student MEETS the
goals listed after
PreReading Level 4, "Can
We Move On"
When the student
demonstrates an
adequate phonological
base in PreReading
Levels 1-4
go on to PreReading
Level 5
THEN
OR
move on to PreReading
Level 5, continuing to
work on skill deficits in
PreReading Levels 1-4.
THEN
 Administer PreReading Level 5 – Converting Letter to Sound
If the student meets the
goals listed after
PreReading Level 5
when the student can read
and write the first 17
consonant sounds and the
student continues to
demonstrate an adequate
phonological base in
PreReading Levels 1-4
go to Reading Level
1
THEN
THEN
OR
move on to Reading
Level 1, continuing to
work on skill deficits
in PreReading Levels
1-4
23
My Sidewalks/Sonday System
Student Placement Determination Profile
Student Name:
Current Grade:
Room:
Teacher (s):
Date:
Most Recent Report Card Grade:
Previous Year Final
NJ
ASK
LA
Score
Reading
Street
Baseline
Score
My Sidewalks
Grade
Level
Placement
Test
Current Year MP 1
My
Sidewalks
Below
Level
Placement
Test
Current Year MP 2
Current Year MP 3
Most Recent DORA
Oral
Vocabulary
Comprehension
High
Frequency
Words
Word
Recognition
Phonics
Weighted
Average
Score
Additional Notes:
(from cumulative folder, teacher observation, student work, etc.)
Placement Determination:
My Sidewalks
Let’s Play Learn
Sonday 1
Sonday 2
Rationale for Placement:
(for students placed in a more intensive program than their test scores have indicated)
24
My Sidewalks / Let’s Play Learn
Grade K Data Collection
Student Name:
Current Grade:
Room:
Teacher (s):
Date:
Let’s Play Learn
My Sidewalks
My Sidewalks
Placement Test
Reading
Street
Baseline
Score
Most Recent Reading Report Card / Quarterly Assessment Grade
Quarterly
Current
Assessment
Year MP1
Quarterly
Current
Assessment
Year MP2
Quarterly
Current
Assessment
Year MP3
DORA
Oral Vocabulary
Oct.
2013
May
2014
Comprehension
Oct.
2013
May
2014
High
Frequency
Words
Oct.
May
2013
2014
My Sidewalks
Early Reading Intervention
Test 1
Total
Score
Test 2
Total
Score
Test 3
Total
Score
Test 4
Total
Score
Word
Recognition
Oct.
2013
May
2014
Phonics
Oct.
2013
Weighted
Average Score
May
2014
Oct.
2013
May
2014
Let’s Play Learn Mastery Checks
10
20
30
40
50
60
70
80
90
100
112
*This data sheet may be used as a resource when creating
SGOs.
**The Department of Special Education will review these
sheets periodically, and collect them at the end of the year.
These data sheets should be kept in your assessment binder.
25
Grade 1 Data Collection
Student Name:
Current Grade:
Room:
Teacher (s):
Date:
Let’s Play Learn
My Sidewalks
Reading Street
Baseline Score
My Sidewalks Grade Level
Placement Test
Sonday 1
My Sidewalks Below
Level Placement
Test
Previous
Year MP4
Quarterly
Assessment
Current
Year MP1
Quarterly
Assessment
Current
Year MP2
Quarterly
Assessment
Current
Year MP3
Quarterly
Assessment
DORA
Oral
Vocabulary
Oct.
2013
Comprehension
May
2014
Oct.
2013
High Frequency
Words
May
2014
Oct.
2013
May
2014
Word
Recognition
Oct.
2013
May
2014
Phonics
Oct.
2013
May
2014
Weighted Average
Score
Oct.
2013
May
2014
Grade 1 My Sidewalks Phonics Percentage and Words Correct Per Minute (WCPM)
Unit 1;
Phonics
%
Unit 2;
Phonics
%
Unit 3;
Phonics
%
My Sidewalks
Early Reading Intervention
Test 1
Total
Score
Test 2
Total
Score
Test 3
Total
Score
Test 4
Total
Score
Unit 3
WCPM
Unit 4;
Phonics
%
Unit 4
WCPM
Unit 5;
Phonics
%
Unit 5
WCPM
Unit 6;
Phonics
%
Unit 6
WCPM
SGOs.
Sonday System
Pre-Test
Post-Test
26
Grade2 – 5 Data Collection
Student Name:
Current Grade:
Room:
Teacher (s):
Date:
Let’s Play Learn
My Sidewalks
NJ ASK
LA Score
(if
applicable)
Sonday 1
Reading Street
Baseline Score
Sonday 2
My Sidewalks Grade
Level Placement
Test
My Sidewalks Below
Level
Placement Test
Previous
Year MP4
Quarterly
Assessment
Current
Year
MP1
Quarterly
Assessment
Current
Year
MP2
Quarterly
Assessment
Current
Year
MP3
Quarterly
Assessment
DORA
Oral
Vocabulary
Oct.
2013
May
2014
Comprehension
Oct.
2013
May
2014
High
Frequency
Words
Oct.
May
2013
2014
Word
Recognition
Oct.
2013
May
2014
Phonics
Oct.
2013
May
2014
Weighted
Average Score
Oct.
2013
May
2014
Unit 6;
Week 3
Unit 6
Test
My Sidewalks Words Correct Per Minute
Unit
1;
Week
3
Unit 1
Test
Unit
2;
Week
3
Unit 2
Test
Sonday System
Pre-Test
Post-Test
Unit
3;
Week
3
Unit 3
Test
Unit
4;
Week
3
Unit 4
Test
Unit 5;
Week
3
Unit 5
Test
SGOs.
27
Special Education Assessment Guidance
Assessment
Plan
BASELINE

This test is administered to all students in Kindergarten through Fifth
Grade at the beginning of the year to determine groups for
differentiated instruction:
 Strategic Intervention/Below Level
 On Level
 Advanced

Special Education and General Education teachers will utilize this data to
identify and place students into the My Sidewalks or the Sonday System.

Students (with the exception of Kindergarten) scoring 40% or below will
be identified and the My Sidewalks placement test will be administered.
Intervention placement decisions will be made according to the District
Guidance for Integration of My Sidewalks and the Sonday System / Let’s
Play Learn

Special education students in My Sidewalks or the Sonday System will
not take the unit benchmark test for Reading Street. The assessments
within the intervention programs will replace it.

For students placed in the Sonday System, the grade level My Sidewalks
unit test will be used, and factored in as a portion of 20% of the overall
grade (see percentage table on page 22)

IEP assessment- Quarterly Goal Cards (Special Education students only)

Inclusion Setting: These tests should be administered on grade level to
all special education students whenever the Five Day Plan is completed.
This is not necessarily every Friday.

Self-Contained Setting: The assessment should match the grade level
being utilized during whole group instruction.

Suggessted Testing Adaptations:
 For special education students in intervention programs, the
Core Program (Reading Street) Weekly Test can be given in the
areas of Vocabulary and Written Response. Fresh Reads on the
student’s instructional level will be utilized for the
comprehension section.
 Directions for the vocabulary and written response sections can
be read to students.
 Since the purpose of the vocabulary questions is to determine if
students understand the meaning of words taught, the
vocabulary items and answer choices can be read to students.
 Follow additional testing adaptations as detailed in the student
IEP
GROUP TESTREADING
STREET CORE
PROGRAM
UNIT
BENCHMARK
TESTREADING
STREET CORE
PROGRAM
WEEKLY
TESTSREADING
STREET CORE
PROGRAM
28

My
Sidewalks
Assessments
Sonday

System

Assessments

The ongoing assessments found within Day 5 lessons in the My
Sidewalks Teacher’s Editions will be utilized for all students in this
intervention program.
 Teachers will monitor progress on these assessments using the Word or
Sentence Reading and Passage Reading Assessments.
 Progress can be recorded using the Word or Sentence reading charts,
Fluency charts and the Retelling Progress chart, which can be found in
My Sidewalks Teacher’s Edition and in the My Sidewalks Assessment
Book.
 The retelling rubrics can be found in the My Sidewalks Assessment Book.
 My Sidewalks unit tests should be administered after Week 6 has been
completed. These assessments can be found in the Assessment Book
 Teachers should utilize the individual test option provided in the My
Sidewalks Assessment Book.
 Unit test scores can be recorded on the charts found in the My
Sidewalks Assessment Book.
 Utilize the “Using End of Unit Assessment Results” to determine areas of
student strength and need. This section is found in the My Sidewalks
Teacher’s Edition.
 Refer to the “Exiting My Sidewalks” criteria, which can be found in the
Teacher’s Edition (resource section), to determine student progression
throughout the levels.
Let’s Play Learn- Mastery Check every 10 levels
Sonday System 1
 Pre and Post tests (Resource book)
 Criterion-referenced spelling tests
 Letter/Name and Letter/Sound Tests
 IOTA Reading Test
 Check for Knowledge (Learning Plan book) Pre-Reading Levels 1-5
 Mastery Check for Reading- every 3rd level (Learning Plan Book)
 Mastery Check for Spelling- every 3rd level (Learning Plan Book)
Sonday System 2
 Entry Test (Learning Plan Book- page 2)
 Pre and Post Tests (Booklet)
 Mastery Check for Reading- every 3rd level (Learning Plan Book)
 Mastery Check for Spelling- every 3rd level (Learning Plan Book)
*Assessments in the Sonday System Resource Book can be given twice as a
pre-test and a post-test.
Spelling Assessment Guidance:
 For self-contained classes, teachers will utilize the spelling list contained within the respective
intervention system (My Sidewalks or the Sonday System) to assess their students.
 For inclusion classes, teachers will utilize the spelling list contained within the Reading Street
Core Program
29
Grading for Integration of My Sidewalks and Sonday System


My Sidewalks
Core Program (Reading Street) Weekly Tests
& Quizzes*
My Sidewalks Day 5 Assessment
40%
Classwork & Participation
25%
Quarterly Assessment
 My Sidewalks Unit Test
20%
Homework
15%
*Self- Contained classes will only be administering the vocabulary and writing portion of the weekly
test. The comprehension section will be replaced by Fresh Reads for Comprehension.
Sonday System
Sonday System Mastery Checks*
Classwork & Participation (include Sonday
System student notebooks as classwork)
40%
25%
 Core Program weekly tests and quizzes
 My Sidewalks Unit Test on Grade Level
Homework
20%
15%
*Use average of all mastery checks given. For example, if mastery check 3 is given twice, use both
for determination of a final average.
30
Guidelines for Special Education Documentation
ASSESSMENT BINDER- An assessment binder must include the following information for each student and
will be included in the Special Education Binder:
Inclusion Classrooms: The General Education teacher will keep the assessment binder as required by the
district with the assistance of the Special Education Teacher. The Special Education Teacher will keep a
separate binder that will include the following:







Student Profiles (Quarterly)
Goal Cards (Quarterly
Student Progress Sheets (Bi-Weekly)
Behavior Logs
Contact Logs
My Sidewalks placement test
My Sidewalks / Sonday System Data Collection Sheet

My Sidewalks data (if student is being instructed in this program)
 Word or sentence reading charts
 Fluency charts
 Retelling progress charts
 Unit test charts
Sonday System data (if student is being instructed in this program)
 Let’s Play Learn- Mastery Check every 10 levels
 Sonday System 1
o Pre and Post tests (Resource book)
o Criterion-referenced spelling tests
o Letter/Name and Letter/Sound Tests
o IOTA Reading Test (diagnostic purposes only)
o Check for Knowledge (Learning Plan book) Pre-Reading Levels 1-5
o Mastery Check for Reading- every 3rd level (Learning Plan Book)
o Mastery Check for Spelling- every 3rd level (Learning Plan Book)
 Sonday System 2
o Entry Test (Learning Plan Book- page 2)
o Pre and Post Tests (Booklet)

31
Self-Contained Classrooms Special Education Binder













Goal Cards (Quarterly)
Behavior logs
Contact logs
Reading Street Baseline test evaluation chart
District Weekly Test Progress chart (from the Reading Street Core program with modifications as
outlined in the “District Guidance for the Integration of My Sidewalks and the Sonday System” under
Self-Contained Classrooms)
DORA summary report
District writing strategy assessment forms
My Sidewalks Placement test
 Fluency charts
 Sonday System 1
 Sonday System 2
Student Portfolio- each student will have a portfolio with the following information:





Reading Street Baseline assessment test
All weekly tests (including Fresh Reads) and unit assessments from the Reading Street Core
program, My Sidewalks or the Sonday System
Spelling tests
All published writing after being displayed
Some homework, independent center work and/ or workbook pages that show learning progress
32
Resource Room and Mission R.E.A.D. Teachers- Data collected by the resource room or MISSION Read
teacher must be integrated with data from the general education classroom as outlined in the “District
Guidance for the Integration of My Sidewalks and the Sonday System”.
Assessment Binder- Resource room and Mission READ teachers must keep an assessment binder with the
following information:







Goal Cards (Quarterly)
Behavior Logs
Contact Logs
My Sidewalks Placement test

 Fluency charts
 Sonday System 1
 Sonday System 2

33
Sample Lesson Plan Template for the Sonday System
Lesson Plan Template
Content Area: Language Arts – Reading: the Sonday System / Let’s Play Learn
Lesson Title:
Lesson Components
Instructional
Strategies/Activities:
Goals/Objectives:
Formative Assessment
Tasks:
Resources/Materials:
Interdisciplinary Connections:
Integration of Technology:
Differentiation: Differentiation is built into each lesson, the teacher will also have the ability to differentiate
further based on each child’s individual level of ability.
34
Sample Lesson Plan for the Sonday System
Lesson Plan Template
Content Area: Language Arts – Reading : the Sonday System / Let’s Play Learn
Lesson Title: Reading Level One
Lesson Components
Goals /
Objectives:
Instructional
Strategies/Activities:
Formative Assessment
Tasks:
1. Student will be able to
identify the short “a”
sound
1. Using sound card 18
to repeat and trace
the letter
1. Written words will be
recorded in the
student notebook
2. Student will be able to
sound out 3 letters
and put them
together to make a
word
2. Using sound cards to
form words, tracing
the word in sand
while sounding it out,
and writing the word
2. Independent practice
page 6
Resources /
Materials:
Sound cards, sand tray,
student notebooks,
independent practice
notebook
Interdisciplinary Connections: Reading is directly connected to all disciplines.
Integration of Technology: Students will use the Promethean Board and ActivSlate to demonstrate ability to write
letters and sound combinations.
Differentiation: Differentiation is built into each lesson, the teacher will also have the ability to differentiate
further based on each child’s individual level of ability.
35
Guidance for Middle School Student Interventions –
Holt McDougall Literature Interactive Adaptive Reader (Whole Group Instruction)
The Sonday System (Small Group Instruction)
 Review NJ ASK Scores for all incoming 6th, 7th, and 8th grade students
If Student scores
"Proficient"
THEN
Utilize core instructional
program for both whole
group and small group
instruction
Whole Group Instruction Intervention
For Students who Score “Partially Proficient”, analyze the most recent DORA score, paying specific
attention to the following areas:




Word Recognition
Spelling
Oral Vocabulary
Reading Comprehension
If student places 1.5
grade levels below in
2 or more of these
areas
THEN
Utilize Holt McDougal
Literature Interactive
Adaptive Reader during
whole group instruction
Small Group Instruction Intervention
For Students who Score “Partially proficient”, analyze the most recent DORA score, paying specific


Phonics
Phonemic Awareness
If student falls
below a 4th
grade level in
phonics
THEN
Utilize the Sonday
System during Small
Group Instruction
The Sonday System is to
be administered by a
Mission READ, CCT or
Resource Teacher, follow
Guidance for Mission
READ on page 21
Assessment:
Whole Group Instruction: Teachers are responsible for administering all assessments within the
whole group core program. For students with IEPs, follow the assessment requirements,
modifications and accommodations within the IEP.
Small Group Instruction: See page 27 for guidance regarding assessments in the Sonday System
36
Guidance for High School Interventions:
placing students into iLit Intervention Classes
 Review Grade 8 NJ ASK Scores for all incoming students
If Student scores
"Proficient"
THEN
Place student in English 1
or 2 depending upon
grade level (9 or 10)
For Students who Score “Partially Proficient”, analyze the most recent DORA score, paying specific




Word Recognition
Spelling
Oral Vocabulary (Word Meaning)
Reading Comprehension
If student places on
grade level in 2 or
more of these areas
If student
falls one or
more grade
levels below
in 3 areas
THEN
THEN
Place student in English 1
or 2 depending upon grade
level (9 or 10)
Place student
into the English
1 or 2 iLit
Intervention
class*
Administer the
Grade Assessment
within the first 2
weeks of
instruction
* For students placed in the iLit Class, this will supplement English 1 or 2.
iLit should be implemented on a daily basis, for a minimum of 45 minutes
Assessment
GRADE Assessment:
- Administered within the first 2 weeks of instruction to provide a grade-level equivalent for
students’ current reading level
- Administered mid-year and end of year to monitor and track student progress
Weekly Assessment:
- Reading Counts
- Vocabulary Scores
- Language Arts Performance
- Paragraph Writing Scores (holistic)
Unit Assessment:
- Assessment after each unit (6 total units)
- Formative assessments built into each unit
37
38
Student Growth Objectives- Guidance on Setting and Monitoring Progress
The Jersey City Public Schools Department of Special Education is committed to attain our
department goals. To successfully attain them, we must build on the tremendous talents and
potential of all our students, teachers, staff and administrators.
Department Goals:
1- Increase the Proficient Scores of Special Education students and “at risk” students through
the use of the Language Arts and Math Continuums.
2- Decrease the percentage of classified students enrolled in Pull Out replacement programs;
increase the amount of students enrolled in In-Class Support Programs.
3- Increase shared responsibility among the Curriculum Department, Division Support Teams
and the Special Education Department.
4- Continue to establish learning environments/ climates that consist of clearly identified
academic and behavioral expectations.
5- Continue to implement the Verbal Behavior Program in all classrooms with autistic
students.
6- Increase the educational opportunities for high school students that have special needs or
are “at risk.”
7- Expand the C.H.A.M.P.S. (Creating Happy and Motivated Pupils to Succeed) for our students
with cognitive impairments to include increased assistive technology, interventions, daily
living skills, pre-vocational skills, functional academics and social skills.
8- Increase specialized programs and community outreach which include adapted physical
education, art therapy, Get in Our Game, Unified Sports, Project Unify, Young Athlete
Program, partnerships with universities and colleges and community sponsored events and
programs.
The following details relate to the Department of Special Education Guidelines for objective
settings. Each of the components below has special bearing on how teachers will collaborate with
their principal and supervisor to set objectives.
What is an Objective?






Tailored- reflects the type of work the faculty member performs with their students.
Measurable Objective- predicts quantifiable growth in student learning.
Focus on growth in student learning- objectives help teachers pay attention to how much
students learn under their instruction using baseline data (i.e.DORA) and written with the
expectation that student learning will be measured against baseline data.
Based on learning content and teaching strategies- Objectives help frame learning content
using the Language Arts and Math Continuums to set priorities for the school year.
Discussed collaboratively- Teachers, supervisors and principals work collaboratively
together to set objectives. They are a result from on-going discussions about student
growth expectations and how those expectations will be met.
Achievable- Your targets should be made from an area where you feel the students will
exhibit the most growth.
39
Procedures and Examples:
*Please keep in mind when creating SGOs, that goal attainment is based off of student progress,
not standardized test scores*
Step One: Administer DORA and review student assessment history.
Step Two: Analyze DORA data to determine target skills for your class. You have the option of
utilizing different assessment measures to create your SGO targets.

Option 1- Utilize one DORA subtest from the list below:
o High Frequency Words (HFW) (Grade Level Score Range K – 3.83)
o Word Recognition (WR) (Grade Level Score Range K – 12.83)
o Phonics (PH) (Grade Level Score Range K – 4.83)
o Vocabulary (VO) (Grade Level Score Range K – 12.83)
o Spelling (SP) (Grade Level Score Range K – 12.83)
o Comprehension (CO) (Grade Level Score Range K – 12.83)

Option 2- Weighted Average
o The weighted average is determined by using data across the subtests (High
Frequency Words, Word Recognition, Phonics, Vocabulary, Spelling,
Comprehension) that is weighted based on grade level expectations. This is a more
general indicator of reading development.

Option 3- District Fluency Assessment
o This is a count of Words Correct Per Minute (WCPM) generated from a timed
reading of curriculum based text through Reading Street
Teachers using My Sidewalks on Reading Street may use:



Weighted Average
Fluency
DORA Subtest
Teachers using the Sonday System may use:


Phonics
Weighted Average
Middle School Teachers may use:

2 DORA subtests
o Word Recognition
o Vocabulary
o Spelling
o Comprehension
40
High School Teachers may use:

2 DORA subtests
o Word Recognition
o Vocabulary
o Spelling
o Comprehension
41
Guidance for Special Education Teachers in creating SGOs
Inclusion Teachers- Elementary











SGOs should demonstrate that each student makes at least one year’s growth from the
beginning to the end of the school year (Exemptions- Students classified with cognitive
impairments and Autism.)
All students in the classroom should be attributed to both the general education teacher
and the special education inclusion teacher.
Teachers in K-3 must set at least two SGOs.
Inclusion and General Education teachers in grades 4 and 5 who receive an SGP must set at
least one SGO.
General district samples (attached) are in the area of reading and are based on the
“Weighted Average Score” from DORA and from the district fluency assessments.
The “Weighted Average Score” is determined by using data across subtests that is weighted
based on grade level expectations. It is a more general indication of reading development.
Teachers who also want to write more specific goals may utilize any of the other subtests in
DORA. For example, a teacher may want to set a goal of developing basic phonics skills and
utilize the phonics subtest on DORA.
Teachers may write SGOs in areas other than reading as long as the state guidelines are
followed.
There will be a spreadsheet from DORA that will automatically populate the beginning and
end of year data once the teacher has determined the DORA subtest to be utilized.
Teachers in collaboration with the principal and/or a designee should set the target goal
and work to ensure the SGOs accurately capture student starting points and necessary
modifications, accommodations and adaptations.
The teacher must collaborate with the principal or principal’s designee in setting SGOs. The
principal makes the final determination about the SGO.
42
Inclusion Teachers- Middle / High School








impairments and Autism.).
Only students with IEPs should be attributed to the special education inclusion teacher.
Teachers in the inclusion setting must set at least two SGOs.
General district samples (attached) are in the area of reading and utilize DORA, an
elementary assessment. Secondary teachers should choose or develop quality assessments
using state guidance documents.
Teachers who also want to write more specific goals will also need to choose or develop
quality assessments in those specific areas.
followed.
The teachers must collaborate with the principal or principal’s designee in setting SGOs. The
43
Pull -Out Support Teachers (MISSION READ, CCT, Resource Room) – Elementary











beginning to the end of the school year.
Students on the Pull- Out teacher’s roster should be attributed to the Pull- Out teacher AND
the regular classroom teacher. If there is also an inclusion teacher, the students should be
attributed to all three teachers. Students are being pulled out for specific skill development
but must be part of the general education curriculum during whole group instruction in
reading.
Pull- Out teachers may want to set more specific SGOs based on the specific skills they are
working on. For example, teachers working with the Sonday System may want to utilize the
phonics and/or word recognition areas of DORA instead of the more general “Weighted
Average Score”.
Pull-Out teachers working with My Sidewalks may want to utilize the comprehension or
vocabulary subtests of DORA if those are the skills most specifically being addressed in
instruction.
Pull-out teachers should set two SGOs that focus on the specific areas they are working on.
For example, one group may be working on developing basic phonics skills and the other
decoding of multisyllabic words. One goal can cover phonics and utilize the phonics section
of DORA as an assessment. The other goal can cover the reading of multisyllabic words and
utilize the word recognition section of DORA as an assessment.
The specific district example (attached) utilizes the phonics section of DORA as it more
specifically covers the skills that are the focus of instruction for a particular group of
students.
Teachers may set SGOs in areas other than reading as long as state guidelines are followed.
There will be a spreadsheet from DORA that will automatically populate the beginning and
end of year data once the teacher has determined the DORA subtest to be utilized.
The teacher must collaborate with the principal or principal’s designee in setting SGOs. The
Pull-out teachers should have their own separate class designated in the NJ Smart database.
44
Self Contained Teachers-Elementary
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
All students in self contained classrooms should be attributed to the special education
teacher.
If students are provided additional instruction in a small group by a pull out/push in
teacher (Mission READ), the students will be attributed to the special education teacher
and the pull out/push in teacher.
Teachers in K-3 must set at least two SGOs.
Teachers in grades 4 and 5 who do not have 20 students on their roster over a two year
period will not receive an SGP (Student Growth Proficiency) score. In this case, self
contained teachers with fewer than 20 students on their roster should set at least two
SGOs.
SGPs are not generated for students taking the Alternate Proficiency Assessment (APA).
Teachers of students who take the APA should set at least two SGOs.
General district samples (attached) and specific district samples serve as SGO examples
for self contained teachers as well. The examples are reading related.
followed.
There will be a spreadsheet from DORA that will automatically populate the beginning
and end of year data once the teacher has determined the DORA subtest to be utilized.
General district samples (attached) are in the area of reading and are based on the
“Weighted Average Score” from DORA and from the district fluency assessments.
The “Weighted Average Score” is determined by using data across subtests that is
weighted based on grade level expectations. It is a more general indication of reading
development.
The teacher must collaborate with the principal or principal’s designee in setting SGOs.
The principal makes the final determination about the SGO.
45
Self Contained Teachers-Middle / High School
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Teachers in the inclusion setting must set at least two SGOs: exemption- if the Teacher
of the Handicapped is highly qualified in the subject area being taught, they too should
be responsible for all students.
If students are provided additional instruction in a small group by a pull out/push in
teacher (Mission READ), the students will be attributed to the special education teacher
and the pull out/push in teacher.
Teachers who do not have 20 students on their roster over a two year period will not
receive an SGP (Student Growth Proficiency) score. In this case, self contained teachers
with fewer than 20 students on their roster should set at least two SGOs.
SGPs are not generated for students taking the Alternate Proficiency Assessment (APA).
Teachers of students who take the APA should set at least two SGOs.
General district samples (attached) are in the area of reading and utilize DORA, an
elementary assessment. Secondary teachers should choose or develop quality
assessments using state guidance documents.
Teachers who also want to write more specific goals will also need to choose or develop
quality assessments in those specific areas.
followed.
The teacher must collaborate with the principal or principal’s designee in setting SGOs.
The principal makes the final determination about the SGO.
46
Sample SGOs for inclusion classrooms. These can be adapted and applied to grades K-5
Grade
Course/Subject
3 (Inclusion)
Number of Students
LAL: Phonics
Interval of Instruction
Full year
Semester
24
Name of Assessment
DORA (Diagnostic Online Reading
Assessment): Phonics
Rationale for Student Growth Objective
Other _________
SGO Type:
Tiered
General
Specific
(Please include content standards covered and explanation of assessment method.)
o
This SGO covers my entire student enrollment and meets the requirements for phonics acquisition as set by the
Common Core Standards CCSS.ELA-Literacy.RF.3.3b Decode words with common Latin suffixes and CCSS.ELALiteracy.RF.3.3c Decode multisyllable words. Individual student growth targets will be determined according the
baseline data scores.
Student Growth Objective
Preparedness Group
(e.g. Low, Medium,
High)
GROUP A (GE)
(50% of SGO1)
Number of Students in
Each Group (Total)
On grade level >by .67 grade levels
Below grade level > by 1.0 grade
levels.
levels.
19
GROUP B (SE)
(50% of SGO1)
Target Score on Post-Assessment
(%)
8
Number of Students
Required for “Full
Attainment”
12-14
5-7
Baseline Data and Preparedness Groupings
(Please include the number of students in each preparedness group. Summarize the information you used to produce these groupings.
Provide any additional student data or background information used in setting your objective.)
A DORA pre-assessment will be given at the start of the school year to determine a baseline comprehension level.
A DORA post-assessment will be given at the conclusion of the school year to determine student growth in the
area of comprehension. The results of this assessment will determine the expected growth as follows:
 Students scoring within grade level must improve by .67 grade levels or better
 Students scoring below grade level must improve by 1.0 grade levels or better
The following conditions apply:
 70% of General Education students are expected to reach the target score on the DORA post test
 70% of Special Education students are expected to reach the target score on the DORA post test
Scoring Plan
Preparedness
Group
Target Score on Final
Assessment
Objective Attainment Level Based on Percent and Number of Students
Achieving Target Score
Exceptional
Full (3)
Partial (2)
Insufficient (1)
(4)
GROUP A
(GE)
-On grade level >by .67
grade levels
-Below grade level > by
1.0 grade levels.
Greater than
80%
Greater than
70%
Greater than
50%
More than 15
(14-15)
(10-13)
Greater than
80%
Greater than
70%
Greater than
50%
(7-8)
(6)
(4-5)
GROUP B (SE) -On grade level >by .67
grade levels
1.0 grade levels.
Less than 50%
Fewer than 10 students
Less than 36.7%
47
Grade
Course/Subject
4 (Inclusion)
Number of Students
LAL: Reading
Interval of Instruction
Full year
Semester
24
Name of Assessment
DORA (Diagnostic Online Reading
Assessment): Weighted Average
Rationale for Student Growth Objective
Other _________
SGO Type:
Tiered
General
Specific
(Please include content standards covered and explanation of assessment method.)
o
This SGO covers my entire student enrollment and meets the requirements for reading acquisition as set by the
Common Core Standards CCSS.ELA-Literacy.RF.4.3 Know and apply grade-level phonics and word analysis skills
in decoding words; CCSS.ELA-Literacy.RF.4.3a Use combined knowledge of all letter-sound correspondences,
syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in
context and out of context; CCSS.ELA-Literacy.RL.4.7 Make connections between the text of a story or drama and
a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions
in the text
o
Student Growth Objective
Preparedness Group
(e.g. Low, Medium,
High)
GROUP A (GE)
(50% of SGO1)
Number of Students in
Each Group (Total)
levels.
levels.
19
GROUP B (SE)
(50% of SGO1)
Target Score on Post-Assessment
(%)
8
Number of Students
Required for “Full
Attainment”
12-14
5-7
Baseline Data and Preparedness Groupings
(Please include the number of students in each preparedness group. Summarize the information you used to produce these groupings.
Provide any additional student data or background information used in setting your objective.)
A DORA pre-assessment will be given at the start of the school year to determine a baseline comprehension level.
A DORA post-assessment will be given at the conclusion of the school year to determine student growth in the
area of comprehension. The results of this assessment will determine the expected growth as follows:
 Students scoring within grade level must improve by .67 grade levels or better
 Students scoring below grade level must improve by 1.0 grade levels or better
The following conditions apply:
 70% of General Education students are expected to reach the target score on the DORA post test
 70% of Special Education students are expected to reach the target score on the DORA post test
Scoring Plan
Preparedness
Group
Target Score on Final
Assessment
Objective Attainment Level Based on Percent and Number of Students
Achieving Target Score
Exceptional
Full (3)
Partial (2)
Insufficient (1)
(4)
GROUP A
(GE)
-On grade level >by .67
grade levels
1.0 grade levels.
Greater than
80%
Greater than
70%
Greater than
50%
More than 15
(14-15)
(10-13)
Greater than
80%
Greater than
70%
Greater than
50%
(7-8)
(6)
(4-5)
GROUP B (SE) -On grade level >by .67
grade levels
1.0 grade levels.
Less than 50%
Less than 36.7%
48
How to Request Support / Access the Online
Guidance Document
 Sign on to the JCPS Intranet, and click the Special Education
link on the right:
49
 Click on the appropriate link to request support
 Complete all required fields
 Click “Submit”
50

Guidance for the Integration of Reading Interventions into the

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