Transcript Data Systems

District Leadership Meetings- Woodbine# 2---10-8-09
Infrastructure: Teams and Data Systems
Presented by Ruth Poage-Gaines, Regional Coordinator IASPIRE
Self Study Tool B
Data Systems
Key Features:
•4 Purposes of Assessment
•Knowing if it’s Scientifically Based
•Building a Common Data System
•Importance of Tools, Training, and Support
Integrated Assessment Systems
Assessment FOR Instruction..
Not this
Assessment
Instruction
Schools Use Specific Tools for Specific Assessment
Purposes
Type
Feature
Example
Universal Screening
Reliable, Valid, Low Cost,
Accurate, Production Type
Responses, Sensitive to
Between Persons Differences
CBM Family Members;
Common Assessments;
ODRs
Diagnostic
Lots of Items,
Production-Type
Responses
Placement Tests; Curriculum
Assessments; Can’t Do/Won’t
Do; Curriculum-Based
Evaluation thought process
Progress Monitoring
Reliable, Valid, Low Cost,
Accurate, Production Type
Responses, REPEATABLE,
Sensitive to Within Persons
Differences
CBM Family Members;
Common Formative
Assessments
Program Evaluation
Linked to Important
Outcomes
ISAT; CBM; Common
Assessments; GPA;
ODRs
Standards for Scientifically Based
Progress Monitoring Have Been Established
Reliability
Quality of Good Test
Validity
Quality of Good Test
Sufficient Number of Alternate Forms and of Equal
Difficulty
Essential for Progress
Monitoring
Evidence of Sensitivity to Improvement or to Effects of
intervention
Critical for Progress
Monitoring
Benchmarks of Adequate Progress and Goal Setting
Critical for Progress
Monitoring
Rates of Improvement are Specified
Critical for Progress
Monitoring
Evidence of Impact on Teacher Decision Making instruction Critical for Formative
or Student Achievement;
Evaluation
Evidence of Improved Instruction and Student
Achievement;
Gold Standard
Linking Screening and Progress
Monitoring Assessment Across Tiers
Academic Basic Tier 1:
Skills
Tier 2:
Universal Screening / Strategic
Benchmarking
Monitoring
Tier 3:
Frequent Progress
Monitoring
Material
Generalized
Curriculum CBM
probes
Generalized
Curriculum CBM
probes
Generalized
Curriculum CBM
probes
Frequency
3 x per year
2 x per month
1-2 x per week
Common Assessments
• Definition
• Rationale
• Formative / Summative
Formative Evaluation to Inform Teaching
Summative Assessment: Culmination measure. Mastery assessment.
Pass/fail type assessments which summarize the knowledge students learn.
Typical summative assessments include:
• End of chapter tests
• High-stakes tests (e.g., State assessments)
• GRE, ACT, SAT, GMAT, etc. tests
• Driver’s license test
• Final Exams.
Formative Evaluation: Process of assessing student achievement during
instruction to determine whether an instructional program is effective for
individual students.
Informs:
• When students are progressing, continue using your instructional
programs.
• When tests show that students are not progressing, you can change
your instructional programs in meaningful ways.
What Would Be The Consequences of
Allocating Services Based on This Triangle?
• Inefficient
• Spreads supplemental &
intensive resources too thin
• Makes specialized services
less special
Triangles are About Program
Evaluation
Or THIS Triangle?
Images and Analyses Courtesy of Ben Ditkowsky, Ph.D.
[email protected]
Schools Use CBM in Universal Screening Instead
of Referral Driven Practices
e.g., < 25th
Tier 2
Candidates
e.g., <10th
Individual
Problem
Solving and/or
Tier 3
Candidates
• Local – school or district
• Think box plots or %-ile charts
Progress Monitoring
• Survey Level
Assessment
– Too often skipped
• Goal Setting
– Should NOT be set in
Instructional Level
material
– Criterion for success
should at least begin to
close the gap with peers
R-CBM: Indian Prairie Average Range of Performance
Survey Level Assessment: Test backward using successively lower grade level probes until the student's score falls within the green…Choose at least one
grade level above for goal writing and progress monitoring… Use a value greater than the specified average ROI to begin to close the gap.
Goal = SLA Score in Goal Material + (Goal Material ROI) (# of weeks)
220
199
200
182
180
171
167
155
154
160
168
182
148
138
138
150
# of WRC
140
121
120
121
119
113
94
100
133
132
112
106
104
80
85
101
82
61
60
58
40
20
0
27
58
Set goal & monitor
At 4th or 5th gr.
9
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First (ROI = 1.9)
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Second (ROI = 1.3)
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Third (ROI = 1.0)
ll
Fa
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te
in
W
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Fourth (ROI = .9)
ll
Fa
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in
W
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Fifth (ROI = 1.0)
Diagnostics
It’s not just about one measure . . .
It’s not always about one student . . .
• Classroom performance
– Observations
– Independent work
• District assessments/ ISAT
• Curriculum assessments
– Pre-tests; Placement tests
– Chapter & Unit tests
– Curriculum skill/indicator checklists
• Skill Deficit versus Performance Deficit
• When Tier 3 & still need more info - CBE
Diagnostic Assessment
• Needs to connect with instruction; tells
teachers what needs to be taught
• Skills, not scores
• The process is more important than the
“test”
– Adequate number of items per skill
– Error analysis
What happens when these data
systems aren’t in place?
• Lack of direction for knowing what
needs to be improved
• Don’t know which tier and students
need additional support/intervention
• Don’t know if change efforts have been
successful
Coaching ASSESSMENT Self Study
First Steps
• Universal Screening in Reading
• Fix IEP Goals & Progress Monitoring in
Reading
Sample District Assessment Calendar
KINDERGARTEN
Date
September
September
Participants and Assessment
Census:
09/01-09/30
Enter in AimsWeb by 09/30.
Cenus:
AimsWeb by 09/30.
09/01-09/30
D
AimsWeb - Early
Literacy
Letter Naming
Fluency
Letter Sound
Fluency
Highly Decodable
Text
Phoneme
Segmentation
Fluency
Enter in
D
X
Guide classroom instruction.
Identify at-risk learners.
Required for grant funding.
X
AimsWeb
Number Identification
X
September
Census:
December
January
January
Complete by end of month.
At-Risk Students
combined with teacher input as critieria):
(RI teachers may assist in the re-assessment.)
12/17.
Census:
Enter in AimsWeb by 01/30.
(Determined by Early Literacy Score from AimsWeb
12/3-12/12
Enter in Apollo by
01/01-01/30
Census:
Enter in AimsWeb by 01/30.
Purpose
Writing
(Collect example of early
student writing.)
X
ISEL
Guide classroom instruction.
Identify at-risk learners.
Guide classroom instruction.
Identify at-risk learners.
D
Alphabet Recognition
X
Phonemic Awareness
X
Letter Sounds
X
AimsWeb - Early Literacy
Identify at-risk students who will receive intervention through KIT tutoring.
D
Letter Naming Fluency
X
Letter Sound Fluency
X
Highly Decodable Text
X
Phoneme Segmentation Fluency
*
Guide classroom instruction.
Measure achievement.
01/01-01/30
AimsWeb - Early Numeracy
D
Guide classroom instruction.
January
January/ February
April
Census:
Complete by end of month.
ELL Students:
Identify at-risk learners.
1/12-2/20
Number Identification
X
High Frequency Sight Words
X
ACCESS
Census:
Identify at-risk learners.
Guide classroom instruction.
Identify at-risk learners.
D
Reading
X
Writing
X
Listening
X
Speaking
X
Determine English language fluency.
Determine AMAO.
Complete by end of month.
Writing (Collect example of end of year student writing and student
reflection on growth.)
X
Identify growth in writing skills.
at-risk learners.
X
Determine guided reading level.
Identify
April
Census:
May
Record Rigby Level by end of month.
Census:
Enter in AimsWeb by 05/29.
May
Census:
Enter in AimsWeb by 05/29.
May
RI Students including KIT students:
5/13-5/22
05/01-05/29
Rigby
AimsWeb - Early Literacy
D
Letter Naming Fluency
X
Letter Sound Fluency
X
Highly Decodable Text
X
Phoneme Segmentation Fluency
*
Guide classroom instruction.
05/01-05/29
AimsWeb - Early Numeracy
Guide classroom instruction.
Number Identification
May
Census:
Identify at-risk learners.
Enter in Apollo by 05/27.
Complete by end of month.
* means optional and buildings may choose to complete this assessment.
X
ISEL
Identify at-risk learners.
D
D
Alphabet Recognition
X
Phonemic Awareness
X
Letter Sounds
X
Word Recognition
X
High Frequency Sight Words
X
Identify student growth in reading .
learners.
Required for grant funding.
Guide classroom instruction.
Identify at-risk
Identify at-risk learners.
D means district reporting is required.
Key Questions
• What assessments do you currently use for each
purpose in your district/building?
• Do they each meet the requirements for that purpose?
• Do you have too many assessments for
a particular purpose? Too few?
• Tools? Training? Support?
Assessment Worksheet
Type
Universal
Screening
Diagnostic/
Intervention
Planning
Progress
Monitoring
Program
Evaluation
Assessments Currently
in Place
Meets
Criteria for
Purpose
(comments)
Action Plan
Assessment Worksheet
Type
Universal
Screening
Assessments Currently
in Place
Meets Criteria
for Purpose
(comments)
Action Plan
Move to Diagnostic tool – not all students 3x/yr
Move to Diagnostic tool – not all students 3x/yr
Move to Diagnostic tool – not all students
Keep as Universal Screener – firm up US use in target
schools - separate US from Program Eval
Establish a multi-gate system
Either use as true universal screener or drop –
consider using R-CBM on bottom 25%
Frequency?
Rigby/Fountas & Pinnell Leveling
ISEL
Gates 3rd -8th
R-CBM 1st-5th
3x/yr
2x/yr
1x/yr
3x/yr
No
No
No
Yes
EL (all 4) K-1st
Maze 6th-8th
3x/yr
3x/yr
No
No
Diagnostic/ WIAT
Intervention WJ-III
Planning
DRA
IRI’s
WADE (Wilson placement test)
Horizons placement test
Progress
Monitoring
Program
Evaluation
Add Rigby/Fountas & Pinnell Leveling , ISEL, and
Gates
Add regular curriculum assessments – need to decide
this at a district, or at least a school level
Add assessments for determining Skill vs
Performance deficits
Add some CBE-type skills
Frequency?
CBM (all types)
ISAT
CBM – ISAT correlate triangles
Tier 2 2x/mo
Tier 3 1x/wk
1x/yr
3x/yr
Yes
Continue to provide coaching support to schools/staff
with low compliance on monitoring;
Decrease Maze monitoring;
Decrease # of students being monitored on more
than one CBM measure
Yes
Yes
Continue
Continue, but separate from US decisions
Example
R-CBM
R-CBM
yes
yes
Ongoing for new staff;
annual AIRS;
sd/coaching during
grade level data mtgs
3x per year
‘15 hour’ grade
level data mtgs
School level
percentiles
Ongoing for new staff;
annual AIRS;
sd/coaching during data
review mtgs
R-CBM
yes
sd/coaching during SIP
& grade level mtgs
2x /mo for sts in Tier 2
1x/wk for sts in Tier 3
2x per year
4-6 wk data review
mtgs – all sts being
monitored
SIP team &‘15 hour’
grade level data mtgs
District ISAT cut
scores into triangles
Key Features
•
•
•
•
4 Purposes of Assessment
Knowing if it’s Scientifically Based
Building a Common Data System
Importance of Tools, Training, and Support
Effective Teaming Practices
Self Study A: Teams and Teaming
Big Ideas About Teaming…
1. Not the Old Team with a New Name
2. 4 Types/Levels of Teams
3. Each Team Has Tasks and Functions
4. District and School Improvement Team
• Build Commitment
• Give Permission,
• Allocate Resources, including Staff Development
5. Tier 2 Teams (Department & Grade-Level with Support) Do
Most of the Heavy Lifting
6. Individual Student Problem Solving Typically Begins AFTER a
Student Hasn’t Benefited from Tier 3
Essential Vocabulary
Team Structure
◦ organization of team
Team Processes
◦ group structure and communication dynamics that
enhance, or detract from, intervention planning
and implementation.
Iverson, Annette M., (2002).
What Teaming Structure is
recommended to support RtI
implementation?
Types of Teams to Support RtI
Implementation
1. District
Leadership Team
2. School
Improvement Team
3. Grade Level
Team with Targeted
Supports
4. Individual
Problem Solving &
Special Ed Decision
Making Team
1. A District-Level RTI Team to
Make Things Happen for the
District
2. A School Improvement Team to
Make Things Happen for the
School
3. A Grade-level Team with Support
to Make Things Happen for
Groups of Students
4. A Problem-Solving Team to Make
Things Happen for Individual
Students
What is the Purpose, Team Membership,
and Roles and Responsibilities of the
different teams?
District Leadership Team
School Improvement Team
District Leadership Team Purpose
 Serves as the over-arching management group for
facilitating and evaluating implementation in schools
within the district.
 Primary roles include identifying needed changes in
existing policies and practices, coordinating district staff
development, and allocating resources.
 Recommended meeting frequency in Year 1 is once
per month.
1. District
Leadership Team
District Leadership Team Membership
Consider:
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
Superintendent
Special Education Administration
Curriculum and Instruction
Remedial Programs (Title I, ELL)
Principals
Related Services
General Education Teaching Staff
Special Education Teaching Staff
Human Resources/Personnel
Professional Development
Technology
Parents
Other
1. District
Leadership Team
Parent involvement in RtI is not limited to
when and how to bring individual parents
into the discussion about their child.
Sue Hans
Role of the Parent Leader is:
• To participate in the initial program development of
RtI within a district or building by serving on the
leadership team.
• To serve in an advisory capacity to the leadership
team on best ways to communicate RtI program plan
to parents.
• To participate in the initial training of administrative
and educational staff on RtI.
Sue Hans
Role of the Parent Leader is NOT:
• To become involved in any discussion with a parent
regarding their individual child involvement in an RtI
program.
• To discuss specific interventions, evaluations,
programmatic issue, or teacher methodologies with
individual parents or the parent community at large.
• To serve as an advocate for any individual parent/child.
Sue Hans
District Leadership & School Improvement
Teams Have Similar Roles and Responsibilties
1. Assess District and Building Needs
2. Provide Leadership and Build Commitment
3. Give Permission to Change Practices
4. Allocate Resources to Support Change
1. District Leadership
Team
2. School Improvement
Team
District Leadership Team
Roles and Responsibilities
1. Assess Needs
–
–
Complete Self Assessments to Evaluate Current Assessment and Intervention
Practices
Identify Skill Sets Needed for Training, Tools and Support
2. Build Commitment
–
–
Include RtI in District Goals
Communicate Importance to the Community
3. Give Permission
–
–
Change Professional Roles
Identify What is Abandoned
4. Allocate Resources
–
–
Identify and Support District Coach
Flesh Out Staff Development Plan
1. District
Leadership Team
District Leadership Team
Specific Responsibilities
• Establish and Provide Staff Development on a Standard
Problem-Solving Process
• Establish Criteria for Matching Student Needs to
Intervention Programs
• Establish Criteria for Specific Learning Disabilities Eligibility
Using an RTI Process
1. District
Leadership Team
Build Commitment:
Communicate with Community and Staff
• For Example:
– District/School Newsletter
– District/School Website
– Ongoing Agenda Item at staff meetings
– Parent Brochures/Letters
– RtI Resource Binders for Teams
School Improvement Team Purpose
 Serves as the over-arching management group for
facilitating and evaluating implementation in a particular
school.
 Primary roles include evaluating school achievement and
behavior data to identify needed changes in existing
tools, training,
and support, especially around fidelity of
1. District Leadership
implementation.
Team
 Meeting frequency in Year 1 is once
month.
per
2. School
Improvement Team
School Improvement Team Membership
Consider:
◦
◦
◦
◦
Principal
General Education Teaching Staff
Remedial Programs (Title I, ELL) Staff
Related Services Staff (School Psychologist, Speech and
Language)
1. District Leadership
◦ Special Education Teaching Staff
Team
◦ Parent
◦ Other
2. School Improvement
Team
School Improvement Team
Roles and Responsibitilies
1. Assess Needs
–
–
Complete Self Assessments to Evaluate Current Assessment
and Intervention Practices
Identify Skill Sets Needed for Training, Tools and Support
2. Build Commitment
◦
Include RTI in School Improvement Plan
◦
Communicate Importance to the Staff
3. Give Permission
◦
Identify What is Abandoned
4. Allocate Resources
◦
Identify and Support School Coach
◦
Flesh Out School Staff Development Plan
1. District Leadership
Team
2. School Improvement
Team
School Improvement Team
Specific Responsibilities
• Review School Academic and Behavior Data to Ensure Tools,
Training, and Supports are Producing Desired Results
• Establish and Maintain a Process for Ensuring Fidelity of
Interventions
• Evaluate Implementation Outcomes
1. District Leadership
Team
2. School Improvement
Team
Assess Needs
I-Aspire NSSD 112 Assessment Matrix
Assessment
Application
Subject
Reading
Screening
Problem Identification
Early Literacy K
T1
LNF/LSF
Reading CBM 1-5
T1
st
1 Grade if not meet CBM
criteria, use LNF/LSF
MAP Reading 3-8
T1
Gifted
T3
Optional: STORYtown
benchmark assessments T1
Mathematics
MAP Math 3-8
T1
Diagnostic
Problem Analysis
Progress Monitoring
Program Evaluation
Early Literacy K T1,T2, T3
Early Literacy K T1,T2, T3
Reading CBM 1-5T1, T2 T3
within Survey Level
Assessment and/or
Curriculum Based Evaluation
activities
MAP Reading 3-8 T1, T2
(Goal areas)
T3
ISAT/IMAGE 4-8
T1
Optional: STORYtown T1
benchmark assessments T2
MAP Math 3-8
T1
Reading CBM 1-5
T1, T2, T3
Early Literacy K
Reading CBM 1-5
MAP Reading 3-8 (R180,
GOAL extended-day)
SUPERA 3-8 (DL Spanish)
IPT K-8 in Sp. for DL T1
ISAT 4-8
(GOAL, R180,DL, TBE)
Optional: STORYtown
benchmark assessments
ISAT/IMAGE 4-8
Writing
Behavior
Early numeracy K-1 T1
Math Facts 1-5
T1
Primary Writing Assessment
K-2
T1
Writing CBM TWW K-8 T1
Writing 3-8
MAP Lang. Use. 3-8 T1
Office Discipline Referrals
K-8
Attendance Records
T1
Early numeracy K-1 T1
Math Facts 1-5
T1
Primary Writing Assessment
K-2
T1
Writing 3-8
T1
MAP Lang. Use. 3-8 T1
ISAT Writing 5, 6, 8 T1
Office Discipline Referrals
K-8
Attendance Records
Optional: STORYtown
assessments
T1
MAP Math 3-8
T1
MAP Math 3-8
(Math, DL, TBE, GOAL)
ISAT/IMAGE 4-8
(R180, DL, TBE, GOAL)
Early numeracy K-1 T1,2,3 Early numeracy K-1 T1
Math Facts 1-5
T1,2,3 Math Facts 1-5
T1
Primary Writing Assessment Primary Writing
K-2
T1
Assessment K-2
Writing CBM TWW K-8 T1 Writing CBM TWW K-8
T2, T3 Writing 3-8
MAP Lang. Use. 3-8 T1
MAP Lang. Use. 3-8
ISAT Writing 5, 6, 8 T1
Office Discipline Referrals Office Discipline Referrals
K-8
K-8
Attendance Records
North Shore School District 112
Three Tiers of Support in Language Arts
Assess Needs
Revised 2/26/08
INTENSIVE
TERTIARY
INTERVENTION
• 180 minutes
• Core Curriculum plus intensive
support
• Progress monitor weekly
Middle School
+ Corrective Reading
+ Read180
Elementary
Tier III – 5%
Intensive, Individual
Interventions
+ Corrective Reading
+ Reading Mastery
+ Lindamood-Bell
+ Orton-Gillingham
+ SLANT
+ Wilson Reading
+ Language for Learning
ST & VC Intensive
Intervention Kits
• Individual Students
• Assessment - based
• High intensity
• Of longer duration
TARGETED: SECONDARY INTERVENTION
Middle School+Soar to Success
• 120 minutes
• Core Curriculum plus
supplemental
• Progress monitor
monthly or greater
Middle School
Elementary
Read180
Tier II – 15%
Targeted Group
Interventions
Developmental Reading
Great Leaps
+ Heggerty Phonemic Awareness/Writing
Jolly Phonics
PALS/Teacher Directed PALS
Read Naturally
+ Reading Mastery
ST & VC Strategic
+ Reading Recovery
Intervention Kits
+ Soar to Success
• Students at-risk
• High efficiency
• Rapid response
UNIVERSAL: PRIMARY INTERVENTION
Middle School
McDougal Littell Literature/Grammar/Writing
•
•
•
•
PreK-2: 100 mins
3-8: 90 minutes
Core Curriculum
Progress monitor
3x year or greater
Tier I – 80%
Elementary
A-Z Leveled Readers
Conocimiento fonologico: Spanish Phonemic Awareness
Earobics
+ Heggerty Phonemic Awareness
+ Heggerty Writing
STORYtown (ST)/VILLAcuentos (VC)- includes ELL
support
6+1Traits Writing
Core
Instructional
Interventions
• All students
• Preventive
•Proactive
Any intervention used at one level can be used at the next tier with an increase of time and with a reduction of group size.
Bold items provided by district – all other materials provided by buildings
+ Specific training required
Build Commitment:
Link District/School Improvement Plans with RtI
Curriculum
Curriculum
Review
Review
Technolo
gy
Technolo
gy
PLCs
Bully
Prevention
Program
Differenti
Differentiati
on
ation
Curriculum
Review
PLCs
Curriculu
m Review
Bully
Prevent.
Power
Standards
MAP/
MAP/NWEA
NWEA
Power
Standards
ELL
ELL
Communicate About
Shared Values and Beliefs
 All students can learn and should have appropriate learning opportunities.
RtI/PS is an all student initiative.
 Everyone in the school is responsible for the education of all students
 Collaboration and reflective practice is essential for effective decisionmaking regarding student performance
 A positive school climate supports the use of innovative practices
 Effective core instruction is the basic foundation on which to build this
process.
 Assessment (data) should both inform and evaluate the impact of
instruction
 Beliefs about instruction must be supported by research
 Parents are vital members of the team to support students.
Permission Giving:
Redefining Roles and Responsibilities
Allocate Resources:
Provide Training, Tools and Support
DATE
Spring
2008
AREA OF FOCUS
Each district will complete a District
Self-Assessment (developed by
ISBE) to determine Next Steps
Spring
2008
Technical Assistance and Support for
all Districts
Fall 2008
to
Spring
2009
Technical Assistance and Support for
all Districts
January
2009
Fall 2009
to Spring
2010
Districts must submit their District RTI
plans to ISBE
Technical Assistance and Support for
all Districts
Fall 2010
Districts must use RTI to make
special education eligibility decisions
ACTIVITY
District 21 Plan Development
Use the Self-Assessment to determine which areas
are already in place and which areas need further
development.
Trainings:
Tier 1 Feb 7 and Feb 14
Tier 2 March 3
Tier 3 April 3
Coaching
Tier 1 Feb 20 and Feb 27
Tier 2 March 12 and March 14
Tier 3 April 7 and April 10
Additional RTI Trainings
Specifics of Intervention (Rdg) K-5 March 19
Specifics of Intervention (Rdg) 6-12 April 16
Administrators Academy: RTI and the School
Leader (target audience central office and principals)
June 11
Trainings will Cover:
Overview of 3 Tiers
Research-Based Assessments: Progress Monitoring
and Universal Screening
Problem Solving
Research-Based Interventions
Leadership and Teaming in RTI
Parent Involvement
District 21 Finalized RTI Plan
Trainings will Cover:
Research-based Instructions and Interventions
CBM and Progress Monitoring
The use of RTI to make special education eligibility
decisions
Advanced Problem Analysis
ELL implementation
Middle and High School implementation
2BR
3B
4C
5P
LIT BLOCK
LIT BLOCK
Interventions
MATH
4M
SPECIALS
SPECIALS
LANGUAGE
2D
Betsy
MATH
LIT BLOCK
LUNCH
LIT BLOCK
LUNCH
1S
LUNCH
LIT BLOCK
INTERVENTIONS
Target
Time
LUNCH
LUNCH
Interventions
MATH
MATH
SPECIALS
4B
LIT BLOCK
RECESS
KWP
SPECIAL
1C
Interventions
SPECIALS
ARTS
MATH
INTERVENTIONS
Anne
Interventions
SPECIALS
5G
Interventions
5V
3:35
1F
9:00
9:05
9:10
9:15
9:20
9:25
9:30
9:35
9:40
9:45
9:50
9:55
10:00
10:05
10:10
10:15
10:20
10:25
10:30
10:35
10:40
10:45
10:50
10:55
11:00
11:05
11:10
11:15
11:20
11:25
11:30
11:35
11:40
11:45
11:50
11:55
12:00
12:05
12:10
12:15
12:20
12:25
12:30
12:35
12:40
12:45
12:50
12:55
1:00
1:05
1:10
1:15
1:20
1:25
1:30
1:35
1:40
1:45
1:50
1:55
2:00
2:05
2:10
2:15
2:20
2:25
2:30
2:35
2:40
2:45
2:50
2:55
3:00
3:05
3:10
3:15
3:20
3:25
3:30
3:35
9:00
9:05
9:10
9:15
9:20
9:25
9:30
9:35
9:40
9:45
9:50
9:55
10:00
10:05
10:10
10:15
10:20
10:25
10:30
10:35
10:40
10:45
10:50
10:55
11:00
11:05
11:10
11:15
11:20
11:25
11:30
11:35
11:40
11:45
11:50
11:55
12:00
12:05
12:10
12:15
12:20
12:25
12:30
12:35
12:40
12:45
12:50
12:55
1:00
1:05
1:10
1:15
1:20
1:25
1:30
1:35
1:40
1:45
1:50
1:55
2:00
2:05
2:10
2:15
2:20
2:25
2:30
2:35
2:40
2:45
2:50
2:55
3:00
3:05
3:10
3:15
3:20
3:25
3:30
Sample of Master Schedule: May Watts
Intervention Block
KWA
SPECIAL
KWA
KSA
SPECIAL
KSA
KWP
1C
1F
1S
1W
1W
2BA
2BA
2BR
2D
2G
2G
3A
3A
3B
3BR
3BR
3C
3C
4B
4C
4M
5G
5P
5V
Acknowledgements
Mark Shinn
IASPIRE Regional Coordinators
Heartland AEA
Thank You!
Next Training Session
Contact Information
• [email protected]
– 815-703-6883 Work Cell
– 815-337-2951 Office