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I have emailed my AP to see if certain students have passed the vision screening.  Do I upload that email into Easy for the vision screener?

If not, what do I upload?

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What are we to do with the parent letters and plans once we scan and upload them?

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What is the best way to get RTI data from other schools outside of FCS?

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Every progress monitoring assessment has a "screener" which sets the goal line.

This automatically populates if the PM group is created after the initial assessment has been administered.  The initial assessment can be given after the PM group is created, but the goal score must be manually entered by editing the group.

Students can access the initial assessment through the "Screener" icon on Fastbridge.

This has been my experience and have found it to be true.

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When the goal line is over the trendline and the student is clearly making progress (or rather, the intervention is working), that means the student can move down a tier?  Or do we change the progress monitoring assessment?  Teachers are reluctant to move students down tiers because their classroom performance has not improved.

Just remember, interventions work on skills; classroom performance is based on standards, grading, etc. Make sure your graph is correct (what Chelsea is talking about now). But, if the student is truly making progress, once there are three data points above the goal, you can move down a tier or change the area you are focusing on if they need another skill.

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If a student is on tier 2 for reading and intervention need is fluency... but fluency scores are not improving, yet comprehension (according to COMPefficiency) is strong (75% and above), does the student still need reading interventions?

Yes, because fluency is not improving- change your fluency intervention.

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If a fifth grade student is reading well over 60 WPM, even over 100 WPM... can we then provide interventions in reading comprehension?

Yes, if fluency is not an issue, you can switch to comprehension, but you need to Progress monitor in comprehension as well

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I could not figure out what number for areading/amath to use for a benchmark. I didn't have school percentages because the whole school did not take universal screening. Can you help me?

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Will we receive a manual or table that matches interventions to progress monitoring?  I am really struggling to match interventions and progress monitors. 

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Will we receive a manual or table that matches interventions to progress monitoring?  I am really struggling to match interventions and progress monitors. 

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Can we utilize Fastbridge vocab progress monitoring for a student in which we are intervening for reading comprehension? Or is the reading comp tool in Fastbridge the only option?

You need to use the reading comp PM tool if you are intervening for reading comp

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My background is ESOL.  We have a "Classroom Accommodation Plan" (separate from the Testing Plan).  This has very explicit choices for accommodations.  Could this be available for students in the RTI process?

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My background is ESOL.  We have a "Classroom Accommodation Plan" (separate from the Testing Plan).  This has very explicit choices for accommodations.  Could this be available for students in the RTI process?

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can we get a copy of that chart that has the definitions of strategies, accommodations, modifications, etc?

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can we get a copy of that chart that has the definitions of strategies, accommodations, modifications, etc?

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I just posted this document on the RTI/SST forms tab of the intervention services portal