Title I Schools Achieve! Tapteal Elementary
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Tapteal Elementary - Pre-K to Grade 5
It takes a team, working together, to raise a child...Principal, Rhonda Pratt

Achieve!

Assessment

Assessment data is an elemental component of instructional decision making at Tapteal Elementary. Teachers depend on the information they extract from classroom and program assessments. DIBELS, MAP, the CORE phonics survey and the state’s MSP are also components of the assessment system at Tapteal. Teachers use Richland SD’s reading benchmarks to identify Tier 2 and 3 readers.

The RTI team assigns multiple assessment points for each grade level and creates a weighting system for each assessment.

Assessment Student Group Cycle

DIBELS Benchmark as Screener

K-3
Grades 4-5, Tier 2 and 3

3 times year

DIBELS Progress monitoring

All grades, Tier 2 and Tier 3

Every 2 weeks

Fry list for sight reading (still need)

K-3

3 times year

MAP (Measures of Academic Progress)

Grades 2-5

3 times year

CORE Phonics Survey

All grade levels, as needed

As needed/diagnostic

Measurements of Student Progress (MSP)

Grades 3-5

Once per school year

Program assessments

All grades by topic

Variable/responsive to student need

Assessment + Response to Intervention
RTI specialists meet with Tapteal PLCs (grade-level teams) to review student data throughout the year. Given that students are shared among grade level teachers, data is pertinent to all members of the PLC, who use this critical information to group and re-group students as the need arises. An early start on this work — each spring — is critical because Tapteal teachers begin their integrated interventions by the first full week of school. At these meetings, teachers use data to design a program that will have the greatest potential to support each student.

Again, the PLC’s are responsible for all the students, so teachers approach the curriculum-intervention mix holistically, designing mini-programs that, integrated into the larger grade setting, will bring all young readers up to standard as the year progresses. Flexible grouping makes it possible to group and re-group students as year goes on; reading communities stimulate young learners in a shared experience with words and stories.

Problem-solving Teams + Instructional Support
When a PLC can’t solve a behavior or academic issue, they take advantage of the instructional support team or IST. Here, teachers, speech/language/pathologist staff, a psychologist, instructional specialist, counselor and the principal work closely together, in a supportive way, to develop high-impact interventions. IST meetings work this way:

  • Intense 30-minute sessions energize brainstorming and creative thinking. Teachers often innovate their way to a solution.
  • Every teacher leaves with a plan, a coach and a date to check in, and follow up on what is and is not working.

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