Data to Support Student Success
Data to Support Student Success includes screening and progress monitoring. Interventions are progress-monitored frequently to enable educators to make sound, data-based instructional decisions for students. This flowchart provides a macro view of the LCPS Response To Intervention (RTI) process and its relationship to two LCPS Building Blocks for Deeper Learning: Data to Support Student Success and Blended/Personalized Learning.
Universal Screening in LCPS
Phonological Awareness Literacy Screening (PALS) - Grades K-2
Measures of Academic Progress (MAP) Growth™ - Grades 2-8
iReady - Grades 9-12
Virginia Kindergarten Readiness Program (VKRP) - Grade K
Measures of Academic Progress (MAP) Growth™ - Grades 1-8, Algebra I and Geometry
LCPS Reading Screening Process
Loudoun County Public Schools (LCPS) is committed to the early detection of reading difficulties including but not limited to Dyslexia and utilizes an efficient and effective reading screening process that includes tests of rapid automatic naming (RAN) and fluency recommended by the International Dyslexia Association (IDA). As such, LCPS students in Grades K-5 participate in reading screening three times per year: fall, winter and spring.
Phonological Awareness Literacy Screening (PALS) is administered as a universal screener in Kindergarten and Grade 1, as well as students in Grades 2-3 who did not previously meet the benchmark at the end of Grade 1 . Measures of Academic Progress (MAP) Growth is used as a universal screener and readiness assessment in Grades 2-8. When a Kindergarten or First Grade student’s summed PALS score does not meet the grade level benchmark, or when a Second - Fifth Grade student’s overall MAP Growth score falls below the 40%tile, LCPS recommends additional diagnostic assessment.
FAST earlyReading composite should be administered to Kindergarten and Grade 1 students whose summed PALS scores do not meet grade level benchmarks. The FAST earlyReading composite tests measure automaticity of developmentally appropriate reading tasks at each grade level.
FAST earlyReading composite - Kindergarten
Concept of print (fall)
Onset sounds (fall, winter)
Rapid automatized naming (RAN) of letter names (fall) and sounds (fall, winter spring)
Nonsense word fluency (winter and spring)
Sight word fluency (spring)
FAST earlyReading composite - Grade 1
Nonsense word fluency (fall, winter, spring)
Sight word fluency (fall, winter, spring)
Sentence reading fluency (fall)
Oral reading fluency (winter and spring).
To rule out fluency as a cause for comprehension difficulties as demonstrated by a MAP Growth score below the 40%tile, FAST oral reading fluency or Developmental Reading Assessment - 2 (DRA2) fluency measure should be administered to students in Grades 2-5.
In accordance with International Dyslexia Association (IDA) recommendations PALS, MAP Growth, and/or FAST are analyzed and used with other data indicating students’ strengths and weaknesses when planning for Tier 1 core instruction, Tier 2 targeted intervention, and/or Tier 3 intensive intervention. Teachers and administrators in grades K-8 use instructional match matrixes created by LCPS specialists to effectively make data-driven instructional decisions to support student reading needs and/or readiness. Frequent and consistent progress monitoring is completed to continuously inform practices and to measure intervention effectiveness and student growth.
Progress monitoring, one of the essential components of Response to Intervention (RTI), is characterized by repeated measurement of academic performance that is conducted at least monthly. The process may be used to assess students’ academic performance over time, to quantify student rates of improvement or responsiveness to instruction, and to evaluate instructional effectiveness.
Progress Monitoring is formative assessment: it occurs during learning, not after in order to determine if students are making desired or appropriate growth and inform instructional decisions. It can occur in all three tiers of instruction; however, the frequency with which it occurs differs depending on the intensity of the level of intervention provided.
Tier 1 Universal Support: Progress monitoring for most students who fall in this tier is universal screening. For students who fall in the lower end of Tier 1, strategic monitoring may be used. Strategic monitoring usually occurs no more than monthly and is often discontinued if a student meets the target score on two consecutive universal screening assessments (e.g., fall and winter).
Tier 2 Strategic or Secondary Intervention/Support: Progress monitoring for students receiving Tier 2 intervention occurs at least monthly but every two weeks is recommended.
Tier 3 Intensive or Tertiary Intervention/Support: Progress monitoring for students receiving Tier 3 intervention occurs at least weekly.
Progress monitoring data should be reviewed regularly at problem-solving team meetings (e.g., CLTs, Interdisciplinary, grade level, MTSS-PBIS Tier 2, Child Study, etc.). A designated amount of time is devoted to reviewing the progress of each student; however, the amount of time varies depending on the progress of each individual student.
Progress Monitoring Products Used in LCPS (not a complete list)
FAST™ CBMs (K-12): Curriculum-Based Measurements (CBM) used to assess automaticity of basic reading skills and oral reading fluency
PALS Quick Checks (K-3): Alphabet Recognition, Letter Sounds, Beginning Sound Production, Concept of Word, K Spelling, Pseudoword Decoding, Oral Reading in Context, and Spelling (1-3)
Developmental Reading Assessment - Third Edition (DRA3): Assesses oral reading fluency and student’s path of understanding with comprehension questions that target word knowledge and vocabulary skills
i-Ready Reading (9-12): Assesses Phonological Awareness, Phonics, High-Frequency Words, Vocabulary, Comprehension of Informational Text, and Comprehension of Literature
DreamBox Learning (K-5): Computer adaptive math assessment and online math instruction