Interventions/Progress Monitoring

View the Colorado Standards for any subject area and grade level (K-12).

Response to Intervention is an approach that promotes a well-integrated system connecting general, compensatory, gifted, and special education in providing high-quality, standards-based instruction, and intervention that is matched to student’s academic, social-emotional, and behavioral needs to improve educational outcomes for all students. ~ Colorado Department of Education

One aspect of the Integrated Multi-Tiered System of Supports is Response to Intervention (RTI). The Arrowwood RtI Team meets regularly to collaborate about student needs, interventions, and progress.

Assessment

iReady is a computer adaptive assessment that pinpoints students' strengths and next steps. Each student at Arrowwood takes a beginning-of-the-year diagnostic, middle-of-the-year diagnostic, and end-of-the-year diagnostic. This allows teachers to see who is responding to instruction and who needs something different.

1. Diagnostic - Assess all students three times per year for universal screening (early identification), general education progress monitoring, and annual yearly progress accountability.
2. Growth Monitor - Monitor at-risk students intermittently and evaluate the effectiveness of instructional changes.

Instruction

This is an individualized online tool that provides tailored instruction to meet students where they are in their learning progression. This tool targets specific skills in which students are struggling most.
 

Learn more about iReady

The Cognitive Abilities Test (CogAT^®) measures students' learned reasoning abilities in the three areas most linked to academic success in school: Verbal, Quantitative, and Nonverbal. While CogAT is well-suited to help educators make important student placement decisions, such as selecting students for Gifted and Talented programs, exclusive features such as the Ability Profile Score can be used to expand the educational opportunities of all students. The CogAT test is offered to all students in the fall by parental choice or teacher referral. All third-grade students are tested as a benchmark assessment. The results of this test are used to make instructional decisions and to determine if particular students are potential candidates for the district Discovery program which provides gifted and talented programming.

This is the state's common assessment of student progress measured in late spring. Third through sixth-grade students at AWE take the English language arts and math sections for CMAS. Our fifth-grade students take Science in addition to these other two assessments. Social studies is measured periodically as well.

Learn more about CMAS

“Orton-Gillingham is a highly structured approach that breaks reading and spelling down into smaller skills involving letters and sounds, and then building on these skills over time. It was the first approach to use explicit, direct, sequential, systematic, multi-sensory instruction to teach reading, which is not only effective for all students but essential for teaching students with dyslexia.” In addition, the IMSE approach “...has gathered the most current information on Orton-Gillingham, Structured Literacy, and the Science of Reading” and uses a multitude of senses to learn literacy.