ERIA Schoolwide Evaluation Tool (SET)

This ERIA TIC was prepared by CalSTAT (California Services for Technical Assistance and Training, at Napa County Office of Education. CalSTAT is a specially contracted project (No. 7046) utilizing federal funds awarded in Part B of Public Law 108-446, the Individuals with Disabilities Education Act (IDEA), to the California Department of Education (CDE), Special Education Division. Permission from OSEP’s PBIS TA Center/University of Oregon was granted to CalSTAT to adapt the TIC/SET for use in ERIA.

School:
District:
County:
Grade Levels:

Name of Coordinating Coach Completing the SET:
Email:
Phone Number:
Year in ERIA:
Date SET was conducted:

Directions:

  1. The ERIA Coordinating Coach should complete the attached ERIA Schoolwide Evaluation Tool (SET) once per year for each of their School Sites to assess ongoing implementation of ERIA.
    1. Review the Site Action Plan and the Site Team Implementation Checklist as your initial source data for completing this SET.
    2. Then, meet with the Site Team and/or talk with staff from the site, asking any questions needed to clarify the status of any items as well as obtaining documentation where appropriate.
    3. Use the SET checklist below to report your perceptions of the degree and fidelity of implementation of each item, writing in comments regarding why items received the ratings they did for each of the four major areas of implementation.
  2. Keeping a copy for yourself, submit the completed SET for each site to CalSTAT annually. (electronic submissions are preferred but if you write your notes by hand go ahead and submit in hard copy)
  3. Based upon your assessment,
    1. work with the site to support them in updating their Site Action Plan to reflect current status and plans, and
    2. help them to address their areas of need through coaching and accessing other resources.

A. Assessing Students

 

Status:

Achieved,
In Progress,
Not Started

A1. CST ELA Proficiency of each student is examined  
A2. Decoding skills of students less than Proficient are assessed  
A3. Fluency skills of students less than Proficient are assessed  
A4. Comprehension skills of students less than Proficient are assessed  
A5. Specific criteria exist for reading intervention placement  
A6. Specific-skill reading intervention needs have been determined for the school as a whole, based upon student assessments  
Comments/Documentation:

B. Specific Reading Intervention Programs

 

Status:

Achieved,
In Progress,
Not Started

B1. Based upon the needs of the school, research-based specific-skill reading interventions have been purchased and are in place  
B2. Staff have been trained in use of reading intervention programs  
B3. Intervention placement criteria are used to match and exit students  
B4. Students needing intervention(s) are receiving them regularly  
B5. Reading intervention programs are being used with fidelity  
B6. Periodic tests and/or measures from the intervention programs are being used to monitor student progress  
Comments/Documentation:

C. Response to Intervention (RTI)

 

Status:

Achieved,
In Progress,
Not Started

C1. Initial assessment tests (decoding, fluency, etc.) are repeated regularly to inform the review of intervention placements  
C2. Progress monitoring data are recorded and charted for ease of use  
C3. Regular, collaborative review of individual student progress and intervention placements is occurring  
C4. Multiple levels of interventions are provided ranging in intensity  
Comments/Documentation:

D. Systems Change

 

Status:

Achieved,
In Progress,
Not Started

D1. An ERIA Site Team is guiding implementation  
D2. The school principal is active in leading ERIA implementation  
D3. Site Team members communicate regularly (formally/informally)  
D4. Coaching is provided to support implementation with fidelity  
D5. Regular fidelity observations are done by administrators/coaches  
D6. Ongoing professional development activities are taking place  
D7. Time is provided for collaboration on a regular basis  
D8. Schedule reflects required time to accommodate interventions  
D9. The ERIA/RTI process is being implemented schoolwide  
D10. Site ERIA reading program is part of a district-wide scale-up  
Comments/Documentation:

E. Summary and Next Steps

Please answer the questions below (using as much space as is needed):

E1. Overall, how close to full implementation with fidelity is this ERIA site (give a percentage). Explain.

E2. Is there anything unique about this site’s approach that you would highlight for the benefit of other sites?

E3. Given the status of the SET items, what do you see as the top three areas of greatest need for this site?

E4. What training, TA or coaching will you recommend and/or provide to support the school in addressing these needs?