ERIA Implementation Rubric

Instructions

This accessible file was developed to convey the content of the ERIA Implementation Rubric. In order to record and chart implementation of ERIA at your site, use the Excel file "ERIA Rubric.xls". When you enter data, this file automatically generates a graphic report for instantaneous feedback to your site. Please take advantage of this tool and its graphic representations of your progress.

The tabs along the bottom of the Excel window allow you to navigate between the different features of the ERIA Implementation Rubric. Click on a tab to view that page's content. If you can't see all of the tabs, use the arrows to the left of the tabs to navigate the tab display. The final "data" tab appears blank but contains the formulas that enable the file's automated functions.

Each year, once in fall and once in spring:

1. Print a copy of the Rubric for each team member to reference as you collaborate to complete the rubric. Use either the "Handout" tab (two pages) or one of the three "Year" tabs (five pages).
2. Discuss each of the five levels of implementation for each of the ten rubric items. On the appropriate Year tab, record the number for the level which best describes your current implementation of ERIA for each rubric item.
3. Briefly summarize how you are implementing ERIA in the "Summary" cell for each item. List your planned next steps in the "Next Steps" cell.
4. Use the "Report," "Summary," and "Next Steps" tabs to see summaries of your most recent entries that can help your team to reflect on the current status of your implementation and the progress you've made. These concise reports can also be printed to share with parents, teachers, and administrators.
5. Save this ERIA Implementation Rubric file, adding your school's name to the filename (ERIA_myschoolsname.xls), and email a copy to your Regional Coordinator and Cohort Coach, who will also forward it to CalSTAT. Keep this file on your computer to use again each fall and spring as your site team meets and plans over the first three years of implementing ERIA.

Rubric

Use this Implementation Rubric to determine the current level of your school for each of these key elements. Record that level under "Level" and Summarize your progress and Next Steps in the space provided.

A. An ERIA Site Team Leads Implementation

1. The ERIA Site Team has not been established or, if one has been, it includes fewer than 3 people.
2. The ERIA Site Team is established and meets at least twice per year.
3. In at least three meetings per year, the the ERIA Site Team experiences active representation from most key stakeholders (administrators, general educators, special educators, paraprofessionals).
4. In at least three meetings per year, the the ERIA Site Team team experiences active representation from all key stakeholders.
5. Level 4, and the the ERIA Site Team meets at least once per month.

B. Identify Struggling Readers and Refer for Further Assessment

1. A process for identifying struggling readers hasn’t been formalized.
2. Some struggling readers are identified for further assessment.
3. All struggling readers with CST or CELDT scores under 300 (Below Basic) are identified and referred for further assessment.
4. All struggling readers with scores under 350 (Basic) are identified and referred for further assessment.
5. All students are referred for further assessment.

C. Assess the Needs of Individual Students

1. Statewide CST/ CELDT scores and classwork are the only source of data informing the assessment process.
2. Some strugging readers are assessed with a fluency measure, (eg. AIMSweb, Read Naturally Fluency Monitor) but not all.
3. The oral reading fluency of all struggling readers is assessed (eg. AIMSweb, Read Naturally Fluency Monitor) by sufficiently trained personnel.
4. Level 3, and some struggling readers are further assessed with a decoding (eg. CORE) or comprehension (eg. Maze) tool, a decision informed by whether the fluency test suggests or rules out word-level skill needs.
5. Level 3, and all struggling readers are further assessed with a decoding or comprehension tool, as indicated by their fluency result.

D. Obtain Evidence-based Intervention Programs Based on Assessed Student Needs

1. Evidence-based intervention programs which would be appropriate for the students at our school have not been identified.
2. Appropriate evidence-based intervention programs have been identified, but have not yet been obtained.
3. Appropriate evidence-based intervention programs have been obtained based on assessed word-level skill needs (fluency and/or decoding).
4. Appropriate evidence-based intervention programs have been obtained based on word-level and comprehension skill needs.
5. Level 4, and the ERIA Site Team has discussed the further needs of the school as a whole (such as the possibility of adding comprehension supports to the core curriculum).

E. Deliver Word-level Intervention Programs

1. Word-level intervention programs are not currently being delivered to struggling readers.
2. Word-level (fluency and/or decoding) interventions are in place and are serving the needs of some struggling readers.
3. Interventions are in place and are serving the needs of all struggling readers with a word-level (fluency and/or decoding) reading need (eg. REWARDS).
4. Level 3, and additional interventions are in place to separately serve struggling readers with (eg. REWARDS) and without (eg. Read Naturally) a decoding need.
5. Level 4, and additional interventions are being delivered to students with intensive word-level needs (eg. Read 180, Language!).

F. Deliver Comprehension Instruction and Interventions to Struggling Readers

1. Direct and explicit instruction in vocabulary and comprehension has not been established.
2. Direct and explicit instruction in vocabulary and comprehension is in place in some classrooms serving struggling readers.
3. Direct and explicit instruction in vocabulary and comprehension is in place in all classrooms serving struggling readers.
4. Level 3, and comprehension intervention programs (eg. REWARDS Plus) are being delivered to some struggling readers for whom a word-level skill need has been ruled out.
5. Level 3, and comprehension intervention programs (eg. REWARDS Plus) are being delivered to all struggling readers for whom a word-level skill need has been ruled out.

G. Monitor Student Progress with Additional Assessments

1. A fixed schedule for conducting assessments has not been established.
2. Assessments are conducted only once or twice during the school year.
3. Assessments of fluency or comprehension (eg. AIMSweb, Maze) are made 3 times per year with all students receiving interventions, and the data is used to review the appropriateness of intervention placements.
4. Level 3, and additional assessments (eg. AIMSweb, Maze) are conducted more frequently with students receiving interventions.
5. Level 3, and additional assessments (eg. AIMSweb, Maze) are conducted at least monthly with all students receiving interventions.

H. Monitor Student Progress through an Inclusive, Collaborative Process

1. Assessment data is not shared with anyone outside of the site team.
2. Assessment data is shared with teachers, but it is used sparingly or only in aggregate (monitoring needs at the classroom level, not needs of individual students).
3. Assessment data is reviewed collaboratively with the site team and teachers, and the needs of individual students are discussed.
4. Level 3, and assessment data is used to inform instruction and may be shared with students and parents.
5. Level 4, and assessment data is shared with students and/or parents to set and work toward goals collaboratively.

I. Improve Content Literacy Instructional Practices