I print out all of the RIT scores for all students and then high light every student who did not hit the grade level cut score. Then I create a spreadsheet listing all the names and actual scores. I use a spreadsheet because it’s easy to make and print out a bar graph. Bar graphs are the gold standard in RTI.
Then I send out an email to all English teachers asking them to send me a list of students of students they believe are having problems reading. The English teacher have access to the screener scores for all of their students, so they know who scored what. They also know who is a real stinker, who doesn’t care about their scores, who broke up with boyfriend 10 minutes prior to taking the test and who was really too sick to be at school that day. Nine times out of ten, their lists pretty much match mine. If I’m sent a student not on my list, I start digging for more data.
Once I have my total list, I start adding more data. Simply put, you have to use multiple indicators. Administrators and others may really like the one shot deal, but you will show little progress and cause your system to break down if you aren’t looking elsewhere.
I add in MSP/HSPE scores. Sometimes I add in multiple years. These two scores can be at odds with each other. Doesn’t matter, it’s just a data sheet at this point. I also add in screener scores from previous years if I can access them. We have used the same screener for all grades last school year, so I can use them as well. I also add in information about previous interventions, if I can access that information. Our grade schools have been doing this for several years, so I can usually find information sitting in the students permanent file.
I may also call the student in during my prep period to have them take an Oral Reading Fluency test or a MAZE test. Or just to talk about reading. Usually they’re pretty forthcoming about the fact that they don’t understand what they’re supposed to read.
Generally speaking, if there is a skill deficit it becomes pretty clear relatively early. For most students I don’t need to dig much past the previous Spring scores. It’s only when the information is conflicting that I have to dig very deep.
After all the data is complied and printed out into a nice full spreadsheet, we have a meeting. It has an official name, but basically I sit down with a few other people who know what’s going on and go through the data of each and every kid who did not make the cut score of the screener. At our school is only about 10 to 15% of the students in 9th and 10th grade.
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