For several days in early January, Michaelis and support staff members met with classroom teachers in
grades three to six charged with identifying students in
different subgroups (Hispanic, African American, English language learners, special education)
at levels 1 and 2 with the best chance of scoring
at a higher
level on the math, reading, or writing section of the CMTs, if they received intensive,
targeted remediation.
Stories of students
at different grade levels and with various academic and behavioral goals illustrate the process, and full - color interdisciplinary growth plans show how the elements combine to ensure consistent and
targeted support in everyday settings, uniform data collection, and easy reporting.