A teacher administers an EL Benchmark in the classroom to determine how her students are progressing in decoding.

A teacher administers an ORF probe bi-weekly to her student who is struggling with fluency.

A teacher has a conversation with a facilitator regarding her classroom data.

A teacher pulls a small math group 3 times per week to work on addition using Kathy Richardson math games.

A teacher pulls a small group for reading fluency using UNCC Fluency Partners.

A teacher administers MAP and from the data realizes a student is struggling with letter naming.

A tier 2 student is not making progress with interventions on fluency. The facilitator administers CORE Assessment to dig in further.

A tier 2 student is not making progress with interventions on fluency. The facilitator administers CORE Assessment to dig in further. During the MTSS meeting that follows this assessment, the team decides to drop back to decoding interventions.

A tier 2 student is not making progress with interventions on fluency. The facilitator administers CORE Assessment to dig in further. During the MTSS meeting that follows this assessment, the team decides to drop back to decoding interventions. The teacher works with the student on EL skills 4 times per week.