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I've been trained on the PTR process and making a plan using the template. However, I always struggle with what to actually collect data on and making it a 1-4 scale.

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Whatever program we use next year for progress monitoring needs to feed into ECATs like iReady eventually did this year. However the requirement of having 8 data points before seeing if the plan is "on target" or not is way too many. I don't want to progress monitor our students so much. Quicker feedback really helps the teacher to see if their tier plan is working or not on the main page and also helps with parent meetings throughout the year to show if they are making progress according to the program.

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When in the student plan, you cannot enter 'Student Notes' without exiting the plan page. 

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When in the student plan, you cannot enter 'Student Notes' without exiting the plan page. 

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iReady standards mastery scores disappear and do not remain available for the entire school year.

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iReady standards mastery scores disappear and do not remain available for the entire school year.

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iReady diagnostics and growth checks do not always load into ECATS and the result is a "Not Enough Data" message when it is time to review the plan.

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iReady diagnostics and growth checks do not always load into ECATS and the result is a "Not Enough Data" message when it is time to review the plan.

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How do we put this into ECATS? What data are we collecting? What models of GS are working throughout the county? I need ideas!

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I feel like we have no tools or direction for our math interventions.

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I desperately need more training on this.

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I don't see the purpose of this. It's a lot of work and provides very little information.

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Since the entire county is using the exact same curriculum, can the ELA department and Intervention team work together to suggest interventions that match what the kids are doing in their classes? I feel like I'm always working from scratch and never doing enough, reinventing the wheel each time.

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School-wide training on what Tier 1 looks like

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School-wide training on what Tier 1 looks like

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More resources

We need help with interventions. Can we create an Intervention bank and see examples for what teachers can do for progress monitoring? And then we need 100% of teachers to attend training.

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Unclear

We moved through this so fast I had no idea what was going on.

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Barriers

I don’t feel like we had enough training on ECATS. I tried to learn at school but I didn’t feel confident enough to try to teach anyone. I never have time with teachers to train and they don’t want to do it. We need training at the beginning of the year.

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It feels as though the schools are often asked to figure everything out in the beginning of the year on their own- so we create processes that work for us, only to then get county guidance way after the fact. It would be really helpful if Intervention Services came up with a plan for schools prior to asking us to create plans, etc. Our teachers were not happy to have constant changes in intervention (ecats plans, data collection, etc) and it felt like we never had a consistent process.

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How do we collect data on behavioral interventions when we are only supposed to use iready in Ecats? There needs to be a systematic process for creating behavior plans (like providing a basic template to get us started) and collecting data.

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We need more options for intervention.  iReady is only a diagnostic unless schools have the funds to purchase the learning licenses.

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We need more options for intervention.  iReady is only a diagnostic unless schools have the funds to purchase the learning licenses.  

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We need more options for intervention.  iReady is only a diagnostic unless schools have the funds to purchase the learning licenses.  

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It would be best to have a working session at the beginning of the year to actually create some ad hoc groups and plans to give ICs confidence to create other plans and train staff.

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It would be best to have a working session at the beginning of the year to actually create some ad hoc groups and plans to give ICs confidence to create other plans and train staff.

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Too much confusion around what ARPs are and intervention plans are.  What is the difference?

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ECATS is NOT user friendly

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More specific training on the use of ECATS and actual data collection specifics.  Training on verbage would be helpful.  Teachers also need to be trained on the use of ECATS and Intervention plans.  But IC's cannot train teachers unless they are trained properly on the system.  

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I felt like iReady lessons took up all the time I had with my students. Because they have to complete at least 2x per week, no time left to do small group instruction, differentiate etc.

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we have a great document but we are lacking the training

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we have a great document but we are lacking the training

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ALL teachers need mandatory training on implementing effective interventions. We have iReady... but what else?

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ALL teachers need mandatory training on implementing effective interventions. We have iReady... but what else?

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ALL teachers need mandatory training on implementing effective interventions. We have iReady... but what else?

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ALL teachers need mandatory training on implementing effective interventions. We have iReady... but what else?

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Clear directions and training on the use of the ET.

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Clear directions and training on the use of the ET.

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We need more training and better handouts for ourselves and our staff

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We need more training and better handouts for ourselves and our staff

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iReady data does not always upload to ECATS plans. That delays the graph being created and enough data being in the plan.

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iReady data does not always upload to ECATS plans. That delays the graph being created and enough data being in the plan.

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The lack of training with a system that is very complicated. Also it would be helpful to have a easy to follow handout to give to our staff.  The form is also not very user friendly for the high school classroom.

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The lack of training with a system that is very complicated. Also it would be helpful to have a easy to follow handout to give to our staff.  The form is also not very user friendly for the high school classroom.

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ALL teachers need mandatory training on implementing effective interventions. District should require schools to provide training with 100% attendance by staff.

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ALL teachers need mandatory training on implementing effective interventions. District should require schools to provide training with 100% attendance by staff.

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No training on interventions specific to behavior.

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I received little/no training on using ECATS to create and manage plans.  My job is to then go back and train the teachers at my school to use ECATS...that didn't happen.

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We needed clear training on it.  We had a small training during our initial meeting but I don't think it helped us to know all the intricate details of the program.

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We needed clear training on it.  We had a small training during our initial meeting but I don't think it helped us to know all the intricate details of the program.

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We found our documents and spreadsheets more effective

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This is unrelated, sorry. But, can we get some info and guidance on SLD 2020. What is our role as the IC, the Intervention Team and working with the SPED Department. Thank you!

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There was a lot of talk about ad hoc groups but I was confused about which groups to create. More info needed about those.

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If teacher A created a plan in the area of academics for a student and then teacher B also wanted to created a plan for academics for the same student they couldn't..... unless they create the plan together and one is a manager. In High School this can be really difficult to manage when the student can have 4 - 8 teachers depending on semester or yearlong and block or not.

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Can we have HS Specific interventions to put in place for different examples? 

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Can we have HS Specific interventions to put in place for different examples?

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For Intervention Plans & ARPs that teachers created it was difficult to get their data and compile to complete the effectiveness tracker. I sent out a form to teachers to have them input which area of need the plan was created for and whether or not the student made progress, but not all teachers completed it so it was incomplete data.

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ARPs and Intervention Plans in ECATs are not the same thing. I felt like we were trying to make one thing fit to be the other.

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When you add a student note in EWS to a plan and then complete the document so it shows in ECATS, the student notes do not show. This is an issue.

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It did not work for schools with block scheduling but not year long.  We needed MOY to be at end of Q1 and Q3 and EOY to be at end of Q2 and Q4 to be more reflective of the Semester 1 students and Semester 2 students.

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It did not work for schools with block scheduling but not year long.  We needed MOY to be at end of Q1 and Q3 and EOY to be at end of Q2 and Q4 to be more reflective of the Semester 1 students and Semester 2 students.