2018-2019 SIT: INDIVIDUAL STUDENT PLANNING AND INTERVENTION TEMPLATE

STAGE 1 TRIAGE STAGE: TEACHER(S) COMPLETES

School Bellevue Elementary Student Name Je’nariah

Grade 2nd Student ID
Support Coach Brianna Hovey/Joyce Massey Date Support Coach Assigned September
Parents Contacted By Ms. Pooler Date of Parent Contact Multiple times throughout the year
Referring Teacher Stephanie Pooler Plan Collaborators SIT Team

TRIAGE DATE:

Strengths/Interests
Je’nariah will work well in small
groups, when she’s focused she
understand what’s being taught and
can do the work. She enjoys science.
She also enjoys being on technology
based programs.
Academic/
Learning
Concerns/Needs for Development Classroom Interventions Currently Description of Intervention Duration
Utilized and Measurable Impact
Je’nariah has shown minimal progress since Je’nariah is currently receiving the The listed interventions have been in
the beginning of the school year and following interventions DAILY: implementation since October of
historically shows stagnant growth. - ELA intervention in small group 2018.
focused on phonics, CVC word She also received academic
At the end of her kindergarten year she reading, and sight words with Ms. interventions during 1st grade for ELA
tested at a CKA K unit 5. At the end of her 1st Massey (20-25 minutes daily) and Math.
grade year she digressed to a K unit 4 by the - Daily Imagine Learning (at least 20
end of the year. She’s currently at K unit 5 minutes) They have shown minimal impact and
and is making slow progress. - Daily sight word flashcards (5 her progress has remained at the
minutes, 1:1 with teacher) kindergarten grade level in reading.
She is currently reading at a Level B While her math has improved as a
independently and a Level C instructionally. Je’Nariah is currently receiving the result of interventions, she is still
following interventions AS NEEDED: working a year below grade level.
- Modified math work for additional
She is currently working at the primer level
practice on targeted skills. Baseline Information:
for Dolch sight words and knows 46 of them.
She struggles reading CVC words.
Interventions to Consider: 1. Je’nariah is currently reading at a
- Imagine learning activities Level C with 85% accuracy and 75%
According to STAR Je’nariah tested in Urgent
- Zearn: Place Value focus comprehension.
Intervention
2. Je’nariah is currently working on an
September STAR: CKLA ARG level of Kindergarten unit 5
Early Literacy: SS:550, PR:1, GE: 0.2 [phrase reading, VC words, CVC words]
Math: SS: 283, PR: 7, GE:1.1
November STAR: 2. Je’nariah can currently recognize
Early Literacy: SS: 626, PR: 2, GE 0.7 and recall 46 out of 91 Dolch sight
Math: SS: 26, PR: 2, GE:1 words at the pre-primer/primer level.
 3. Je’nariah scored 13% through STAR
focusing on standard 2.NBT.1
[Understanding a 3-digit number is
made up of hundreds, tens, and ones]

Social-
Emotional/
Behavioral

Attendance

Other

Additional Student/Parent Comments/Notes

Mom is worried that Je’nariah is not making adequate growth in school. Mom has voiced her concerned at Parent/Teacher Conferences that she isn’t able to help
Je’nariah at home as much as she would like to because she’s trying to make a happy life for them. She mentioned perhaps keeping Je’nariah back a year to allow her to
catch up with her education. This was mentioned and notes were made during data meetings.

CONNECTIONS BETWEEN AREAS

What connections do you notice between areas above? For example, how are a students’ academic strengths/needs affecting his or her behavior or attendance? Is there
a common skill development need that could be affecting more than one area?

Je’nariah has severe skill deficits in the areas of phonics, decoding, and comprehension. She is lacking foundational skills that would be necessary for increasing her
reading level. Her attendance throughout this school year has been satisfactory, so this does not seem to factor in to her lack of growth. Je’nariah is unable to retain
math concepts and procedures making it difficult for her to progress. She is struggling with conceptual understanding and word problems in math due to the complex
language used in problem solving situations.
DEFINE THE CONCERNS
Define the immediate concern in terms of academic
skill gaps, persistent challenging behaviors, academic skill deficit, attention seeking, social skill deficiency, etc.)
mindsets, habits of learning and attendance.
Target Concerns:
1. Reading Accuracy & Comprehension
2. Sight word recognition
3. Understanding Place Value
ROOT CAUSE ANALYSIS
What is causing the concerns described? (i.e., academic
Possible Triggers:
- lacking foundational skills for phonics
- reading fluency is slower than expected, causing
retention to be minimal
- can’t follow pattern of C books.
- math fact automaticity (addition & place value)
- skill deficits in reading, writing, and math
SMART GOAL (Specific, Measurable, Ambitious, Results-Oriented,
Timely)
Example: Student will reduce verbal aggressive toward students
(cursing and threatening) from 2-4 times daily to 1-2 times daily by
11/18/2017.
1. Over the course of 8 weeks, Je’nariah will increase her CKLA ARG
level from a KU5 to a KU 7 according to data driven CKLA assessments.
2. Over the course of 8 weeks, Je’nariah will increase her sight word
vocabulary from 46 out of 91 words to 54 out of 91 words (an increase
of 1 word per week) according to Dolch sight word progress
monitoring

3. Over the course of 8 weeks, Je’nariah will improve her ability to

understand that a 3-digit number is made up of groups of hundreds,
tens, and ones from an average of 13% to an average of 20% according
STAR assessments.
SUMMARY OF TRIAGE INTERVENTIONS AND IMPACTS: Complete after triage interventions have been completed.

Je’nariah has been receiving interventions in the classroom and spread throughout her day for 15 weeks this school year. She received interventions throughout 1st
grade for bot ELA and Math. Je’nariah has shown very little response to the interventions in place for her academic career.