03 PIL SAS and RtII Making Pieces Fit by uVLerY

VIEWS: 7 PAGES: 52

									                                   Required Documents for PIL Credit and Scoring Guides

1.   Attendance Verification-Completed after each session and submitted with codes-completed during Institute
2.   RtII System Leader Log
3.   Training Evaluation Assessment of Learning Outcomes
4.   Record (or plan) of staff development related to institute topics in two of the following areas: literacy, formative assessment,
     positive behavior support, mathematics, and writing.
5.   RtII School Level Data Analysis and Intervention Guide
6.   Classroom Walkthrough Items based on RtII.
7.   Specific schedule for school-wide screening assessment in RtII
8.   Self Assessment Tool (Scoring Rubric Included)—Secondary SLD Scoring Rubric and Implementation Criteria—Elementary
                                    2. RtII System Leader Log

The RtII System Leader Log must be completed by each participant during the institute according to
 instructions. The Log is a required document for awarding of PIL hours. Its purpose is to have the
school leader make connections among the sessions, SAS and RtII so that implementation is unified
                                        and not fragmented.
  RtII System Leader Log detailing major concepts from each content session and how to make the direct
  application as the school or system leader to implementation. Enter the session title, its major concepts,
implementation considerations. Then link the considerations to SAS and RtII by entering the corresponding
                                  element from the SAS and RtII diagrams.


Date    Session Title   Major Concepts           Implementation Considerations       Most Likely     Most
                                                                                      SAS Link      Likely
                                                                                                   RtII Link
Date   Session Title   Major Concepts   Implementation Considerations   Most Likely     Most
                                                                         SAS Link      Likely
                                                                                      RtII Link
Date   Session Title   Major Concepts   Implementation Considerations   Most Likely     Most
                                                                         SAS Link      Likely
                                                                                      RtII Link
Date   Session Title   Major Concepts   Implementation Considerations   Most Likely     Most
                                                                         SAS Link      Likely
                                                                                      RtII Link
                                                                              PaTTAN
                                                   Pennsylvania Training and Technical Assistance Network
                                                                  A Professional Development Network
                                                                             www.pattan.net


3. TRAINING EVALUATION
ASSESSMENT OF LEARNING OUTCOMES
All participants must complete this form and respond to the content items
in order to receive the continuing education credit
Your Name: _______________________________________________________________________________
Program Title:   PIL Response to Instruction & Intervention (RtII) in PA: An “All-Ed,” Standards-Aligned Initiative
Program Location:     Hershey Lodge and Convention Center        Date of Course:    June 14-16, 2010

                                           Excellent             Very Good      Good          Fair
1. Please Rate the Overall Program

2. Organization and flow of presentation

3. Quality of materials and visual aids

4. Stated objectives met

Comments:



5. Identify two new ideas you gained, and how do you plan to implement these new ideas in your teaching or training capacity?
                                                            Needs Assessment

6. What would you suggest for future professional development to help you in your teaching or training capacity? (Please provide
   names and affiliations of potential presenters if known)




7. What kind of technical assistance can you use in order to implement data-informed decision making or implementation from your
   course of study? __________________________________________________________________________________


                                                    End of Program Assessment
Please respond to each item by circling your response:

1). Formative assessment provides a pivotal understanding for guiding instruction for large numbers of students because:

   a). it is quick

   b). it gives an indication of the students’ response to instruction

   c). looks pretty much like the PSSA

   d). it saves time


2). In order to close the achievement gap, it is necessary to:

    a). keep testing the students until a cause is found
    b). blame the parents

    c). obtain research-based instructional tools for implementation and measure their effectiveness

    d). Teach-test-reteach the same way

3). The Standards Aligned System in Pennsylvania is an attempt to:

    a). give us another form of the anchors

    b). have us understand how to go much deeper than the standards to ensure life-long learning of critical skills

    c). form a basis for more assessments

    d). give us a format for a statewide curriculum

4). Power Teaching is:

    a). a method for teaching mathematics

    b). something that applies only to secondary teachers

    c). a set of proven strategies that increase learning in any subject

    d). a way of watering down the curriculums


5). Vocabulary plays a pivotal role in improving adolescent literacy because:

     a). the more words students can define, the more they will learn

     b). if they have the background knowledge for the vocabulary, they will learn the subject
     c). adolescents often already arrive in the classroom with good vocabulary skills

     d). vocabulary is often overlooked with adolescents and it must be explicitly taught in each subject


6). Schools that make a direct connection to teaching, learning and curriculum in order to improve literacy:

       a). develop a set of general strategies that help students to focus

       b). develop explicit strategies in reading and writing that all teachers in all teachers are to implement and collect data on

       c). start every period with a warm-up

       d). rely on the students to use the strategies after being told about them


7). School-based planning for data driven instruction involves:

       a). each teacher just doing his or her own thing regarding general focus questions

       b). random use of visual organizers

       c). reacting generally to the periodic assessment data

       d). every teacher agreeing to implement very specific strategies that are developed by faculty teams and being held
       accountable for implementation

8). Response to Intervention was changed to Response to Instruction and
Intervention because:

a) PA needed a new acronym
b) High quality, standards aligned instruction is heart of RtII
c) to avoid an exclusive focus on intervention
d) RtII is a regular ed initiative


2. One major goal of RtII implementation is
a) fidelity
b) teacher leadership
c) prevention of academic and behavioral risk
d) all of the above

3) The outcome data on RtII indicate the largest gains in
a) K-1 literacy
b) 3-4 math
c) 2-literacy
d) middle school

4) In PA, the RtII framework is
a) used widely as a school improvement framework
b) is used by a few districts with approval for SLD determination
c) the operational framework for SAS
d) all of the above

5) Teaching literacy and mathematics content is best achieved with an emphasis
on
a) conceptual understanding with connections to big ideas, concepts and
competencies
b) Mastery of critical skill development
c) a standards-aligned curriculum
d) all of the above



                                                       Course of Study Items
Please respond to the following items by circling one number, with ‘1’ being low and ‘5’ being high:

                                                                                  1    2     3         4   5
8.    The course of study provided the research evidence for its
      effectiveness with large numbers of students.
9.    The course of study provided “deep” content information that allows
      me to return to the school and teach or direct students to a higher level
      of competency in reading or math.
10.   The course of study provided me with many very explicit and detailed
      interventions that I can immediately start to use in my school or
      district.
11.   The course of study made a direct connection between its content and
      the use of data to drive instruction.
12.   The course of study involved many interactions between the
      presenters and the participants, whereby the presenters modeled what
      they were teaching.
13.   The course of study provided me with explicit interventions that can
      be used with all students, regardless of their diagnostic or remedial
      category.
14.   The course of study provided me with an in-depth understanding of
      where its content area fits in a standards-aligned system for school
      improvement.
15.   The course of study provided extensive and meaningful print or
      electronic materials in order for me to implement its content in my
      school.
             4.   Record (or plan for) for staff development related to institute topics in two of the following areas:
                                    Literacy, formative assessment, mathematics, and writing

Area of Staff Development               Presenters                Specific Resources from                 Completion Date
                                                                    Institute to be used




        Criteria for (or plan for) staff development related to institute topics:
           1. Must include at least two areas: Literacy, formative assessment, mathematics, and writing
           2. Principal must be one of the presenters
           3. Must include specific resources from the RtII Institute
           4. Must be completed by October
                                    5. RtII School Level Data Analysis and Intervention Guide

            The content area for sources, trends, strengths, needs and areas for improvement needs to be based on
                                            Teaching, Learning and Curriculum—
                                       Factors over which the school has an influence

                              Part I--School Level Data Analysis-utilize SAS Assessment Types
Identify Sources of Data:

   1.

   2.

   3.

   4.


Data Trends (Identify a trend in each area: Reading/Literacy, Math, Writing

   1.

   2.

   3.
Strengths Based on the data (identify a strength in each area-Reading/Literacy, Math, Writing:
   1.

   2.

   3.


Needs Based on the data (identify a strength in each area-Reading/Literacy, Math, Writing:

   1.

   2.

   3.
                                               Part II-Intervention Guide SAS & RtII

  The content area for sources, trends, strengths, needs and areas for improvement needs to be based on Teaching, Learning
                                                       and Curriculum—
                                         Factors over which the school has an influence

      Following from the data and the trends, needs and areas of improvement, develop interventions that will affect the
        achievement of large numbers of students involving Teaching, Learning and Curriculum that are measurable

Develop at least one Intervention for Tier I-Effective Instruction for All Students in Reading/Literacy, Math and Writing that you will
then present to a full school wide team for consideration and adoption, from the SAS and RtII frameworks.



        Intervention (at least one in each area:                   Who is           What data will be collected to verify
           reading/literacy, math, writing)                   Responsible (In         the success of the intervention.
                                                              Tier 1, should be        Need to have 1) a summative or
                                                             multiple teachers          benchmark data item and 2) a
                                                             and grades and be      formative—teacher made or common
                                                              across subjects)         assessment spanning a grade or
                                                                                                  subject
Intervention (at least one in each area:         Who is         What data will be collected to verify
   reading/literacy, math, writing)         Responsible (In       the success of the intervention.
                                            Tier 1, should be      Need to have 1) a summative or
                                           multiple teachers        benchmark data item and 2) a
                                           and grades and be    formative—teacher made or common
                                            across subjects)       assessment spanning a grade or
                                                                              subject
                                              Scoring Mechanism Checklist Rubric
                                     School Level Data Analysis-utilize SAS Assessment Types

 Criteria: The content area for sources, trends, strengths, needs and areas for improvement needs to be based on Teaching, Learning
                                                           and Curriculum—
                                            Factors over which the school has an influence


         Required Element                    Present and Complete               Quality Based on Criteria
Four sources of data


Four trends based on data



At least three strengths



At least three needs




5-Data will allow for analysis and interpretation on which to identify accurate trends, needs and interventions
4-Data will allow for moderate analysis and interpretation on which to identify accurate trends, needs and interventions
3- Data will allow for limited analysis and interpretation on which to identify accurate trends, needs and interventions
2- Data will allow for little analysis and interpretation on which to identify accurate trends, needs and interventions
1-Data are so generalized and do not contribute to identify accurate trends, needs and interventions
                                                 Scoring Mechanism Checklist Rubric
                                                    Intervention Guide SAS & RtII

   Criteria: Develop interventions that will affect the achievement of large numbers of students involving Teaching, Learning and
                                                   Curriculum that are measurable.

              Required Element                     Present and Complete            Quality Based on Criteria
Intervention (at least one in each area:
reading/literacy, math, writing




Who is Responsible (In Tier 1?-- should be
multiple teachers and grades and be across
subjects)




What data will be collected to verify the
success of the intervention? Need to have 1) a
summative or benchmark data item and 2) a
formative—teacher made or common
assessment spanning a grade or subject
Criteria for Intervention Guide SAS & RtII:
5-Interventions and level of implementation are based on studies from effective practices research and have a high probability of
positively impacting achievement
4-Interventions level of implementation are based on limited research and have a moderate probability of positively impacting
achievement
3-Interventions level of implementation are based on anecdotal reports
2--Interventions level of implementation are too generalized to impact achievement
1-Interventions level of implementation are not based on research studies
                                       6. Classroom Walkthrough Items based on RtII


       “Look For” to add to Classroom Walkthgourh                Tier of RtII Represented   SAS Area Represented




Criteria for Successful Completion Classroom Walkthrough Items Based on RtII:
   1. Need at least three items added that observe teaching
   2. Need two items in Tier I
   3. Need two areas from SAS
                                   7.   Specific schedule for school-wide screening assessment in RtII
                                         Literacy, formative assessment, mathematics, and writing

     Area for Screening                      Grades                   Screening Instrument or                     Date
                                                                              Process




Criteria for Specific schedule for school-wide screening assessment in RtII:
           1. Must include at least two areas from Literacy, formative assessment, mathematics, and writing
           2. Must include more than one grade
           3. Must include a different instrument or process for each area Literacy, formative assessment, mathematics, and writing
           4. Must complete screening by end of October
                                8. Self Assessment Tool (Scoring Rubric Included)—Secondary
                              SLD Scoring Rubric and Implementation Criteria—Elementary
         Pennsylvania Elementary & Secondary Response to Instruction & Intervention
                                    (RtII) Framework:
                                  A Self-Assessment Tool




Foundational Principles of a Secondary RtII Framework:
   RtII is Pennsylvania’s assessment and instruction framework for implementing the standards aligned system (SAS)
     and is a part of, not separate from, a school’s comprehensive school improvement strategy.
   RtII relies on the premise that all students receive high-quality, standards-aligned and research-based instruction in
     the general education curriculum.
   Student learning is assessed early and often using multiple sources of assessment and includes ongoing formative
     assessment and progress monitoring.
   Increasingly intense tiers of intervention are available to both groups and/or individual students as concerns about
     student progress arise.
   Individual student data is used to determine adequate response to instruction and intervention (e.g., in the case of
     students who do not respond adequately to intervention or who require ongoing intensive intervention in order to
     sustain growth) and is included as part of a comprehensive evaluation for special education eligibility
     determination.


Getting Started:
This self-assessment tool assists school teams to assess current school practices (assessment and instructional) against
the critical components of the RtII framework. The tool addresses 10 indicators related to secondary implementation
practices. It is recommended for use by a school team as a way to systematically review the components of a secondary
RtI framework and identify areas in need of development and/or refinement as the implementation process evolves. The
results of the self assessment allow schools to set goals for the initial implementation of an RtII framework and to monitor
ongoing RtII activities. School teams 1) document evidence of current practice, 2) priority rank the components of RtII for
initial and subsequent focus, 3) set immediate and long term goals for RtII implementation and, 4) develop an action to
delineate specific action steps, timelines, responsibilities and evaluation measures for the RtII implementation plan..


Directions:

Step 1:
In an effort to systematically evaluate your implementation efforts, please thoroughly review the criteria under each
component/indicator and provide clear and observable examples of your implementation evidence (e.g., instructional
model and strategies used in your building, frequency of classroom walkthroughs, schedule for tiered intervention,
schedule for team meetings/data-based decision-making, etc.).

Step 2:
Next and based upon your documentation of evidence, please use a 4-point scale to determine whether your
implementation evidence/efforts correspond with the following descriptors (4=No Additional Efforts Needed/Sound
Implementation, 3=Minimal Efforts Needed/ Much Implementation Progress; 2=Many Efforts Needed At This Time/Limited
Evidence of Implementation and 1= Significant Efforts Needed/ No or Very Limited Evidence of Implementation).

Step 3:
Based upon your level of implementation scores for each indicator, use the priority score column on page 9 to identify
future implementation priorities.

Step 4:
Complete the RTII Action Plan on page 10 based upon the priorities identified in Step 3.



LOI                    RtII Component Indicators                                           Evidence                  Priority
                                                                                                                     Rating
          HIGH QUALITY GENERAL EDUCATION INSTRUCTION
  USING STANDARDS-ALIGNED CORE CURRICULUM FOR
                 ALL STUDENTS
1. High-quality, research-based instruction within a standards- aligned
   curriculum is provided to all students.
   a. Pennsylvania’s reading, writing, listening, and speaking standards
       form the basis of the core language arts curriculum.
   b. Content Area Literacy: The degree to which foundational adolescent
       literacy skills (word analysis/word study, fluency, vocabulary, and
       comprehension) is a function of data-based decision-making and
       corresponding student need.
   c. Mathematics: Addresses math content standards (numbers and
       operations, measurement, geometry, algebraic concepts, data
       analysis and probability), process standards (problem solving,
       communication, representation, reasoning and proof, and
       connections), and the five strands of mathematical proficiency
       (conceptual understanding, procedural fluency, strategic competence,
       adaptive reasoning, and productive disposition).
   d. Resiliency: School wide or universal interventions are established that
       are designed to improve school climate and facilitate positive
       relationships between every student and at least one adult in a school
       setting.
   2. A system is in place to ensure the fidelity of core instruction and may
       include routine fidelity checks, structures that support continuous
       professional learning, reflection and instructional improvement, and
       feedback systems that are designed to improve teaching practices.
   3. Teachers are skilled in the use of effective instruction including active
       student) engagement strategies, metacognition, scaffolding and other
       techniques to differentiate instruction to meet diverse learning needs.
                       UNIVERSAL SCREENING
1. A system is in place to assess the strengths and challenges of all students
   in academic content areas. All students are screened and benchmarked a
   minimum of three times per year to determine academic status against
   grade-level standards in literacy and mathematics and behavioral status
   when appropriate.
    Screenings are reliable and valid, predictive of future performance on
       standards, and benchmarked (e.g., 4Sight, Acuity, etc.)
    Assessments are efficiently administered by trained staff.
    Test administration (i.e., standardization and scoring procedures) are
       followed and routinely monitored.
2. Screening data is shared with district/building level teams, grade level
   teams, student level teams and parents. Screening data is:
    maintained in a database that generates user-friendly data charts.
    graphed for easy display, analysis and interpretation.
    utilized as a barometer of academic and behavioral status of individual
        students, grades and buildings.
3. Grade level teams analyze screening data in a timely manner (within one
   week of administration) to design and adjust instruction using a structured
   team facilitation process and format.
4. Interdisciplinary core teams (i.e., representation from grade level, content
   areas, administration and itinerant support staff) analyze screening data
   and generate recommendations for addressing student needs.
5. Risk factors are identified and subject to a universal screening process
   (i.e. poor attendance, behavior, etc.)
                         SHARED OWNERSHIP
1. All staff (general, special, remedial, ESL) assumes an active role in all
   aspects of assessment, curriculum and instruction within the standards
   aligned system.
    All staff assumes responsibility for the instruction of all students.
    Training is provided to all staff related to changing roles and
        responsibilities within an RtII framework.
    Changes in role and function are strategically planned and supported
        through differentiated professional development and coaching.
2. School resources and staff expertise are matched to student needs.
   Expert teachers and specialists are assigned to students that present with
   the greatest degree of academic and/or behavioral need.
                 DATA-BASED DECISION-MAKING
1. Interdisciplinary core teams (i.e., representation from grade level, content
   areas, administration and itinerant support staff) facilitate data- analysis,
   interpretation and instructional planning by aggregating and organizing
   data in user-friendly ways.
2. Building, grade level/content area and student-centered teams meet
   collaboratively to review assessment data and make instructional
   decisions.
    Staff receives user-friendly data in advance.
    A structured team facilitation process and format is used.
    Staff demonstrates expertise in the areas of analysis and interpretation
        of data tools and instructional matching.
3. Interdisciplinary core teams set measurable grade-wide and/or
   departmental goals, develop and implement strategies to achieve these
   goals, and monitor student progress toward these benchmark goals (e.g.,
   _____% of students will meet benchmark by January).
   This is accomplished via:
    Adjusting core and supplemental instruction/intervention
    Adding research-based supplements to core program/instruction.
    Planning logistics of Implementation logistics.
    Providing staff training or coaching as appropriate.
    Monitoring and fine tuning strategies in response to formal and
        informal progress-monitoring data.
    Monitoring fidelity of implementation.
4. Continuous progress monitoring data drives instructional decisions
   throughout the three-tier process.
    Progress monitoring measures are standards aligned, reliable,
        efficient, and determine student and grade level progress toward
        prescribed benchmarks.
    Progress in all tiers is monitored, graphed, and analyzed according to
        specified processes and decision rules.
5. Academic and behavioral progress is monitored with increasing frequency
   as students receive additional tiered interventions.
    Tier 1 – all students screened/benchmarked (3-5 times per year
        recommended); Tier 2- minimum one time monthly (bi-monthly
        recommended); Tier 3- (weekly recommended).
6. Time is scheduled for grade-level/departmental and student level team
   collaboration and follow-up activities.
 TIERED INTERVENTIONS AND SUPPLEMENTAL SERVICES
1. Students receive increasingly intensive research-based
   instruction/intervention that is matched to student needs and is in addition
   to standards-aligned core instruction. A continuum of research-based
   instructional strategies and standard protocol interventions exist.
    The team uses a continuum of assessment data to match instructional
        and behavioral interventions with student needs.
    Tier 2 intervention is characterized as “in addition to core instruction”
        and is more intensive. Intensity is manipulated through the use of
        additional time, manipulation of group size, and targeted intervention
        supports.
    Tier 3 intervention is characterized as “in addition to core instruction”
        and is more intensive than Tier 2. Intensity is a function of more time,
        a lower group size or teacher/student ratio, and/or increased
        explicitness of intervention..
       Professional development in relation to intervention logistics is
        carefully planned (e.g., Who, What, Where, When, and How).
    Interventions vary based upon changing student needs, expertise,
        frequency and time.
    The master schedule supports the provision of tiered
        instruction/intervention.
2. Research-based, standard protocol interventions are used to design and
   provide instruction for students at Tiers 2 and 3.
3. A system is in place to ensure that interventions are implemented with
   fidelity (i.e., fidelity checklists for interventions, walkthrough checklists,
   peer observation, etc.).
4. Progress monitoring data determines the effectiveness of interventions
   and drive student movement through and between the tiers.
    Team identifies student growth relative to the student and the
        student’s peers as measured by multiple assessment measures that
        are sensitive to incremental growth and are aligned to the PA
        standards.
    Progress-monitoring logistics are identified (e.g., Who, What, Where,
        When)
    Student progress is graphed and systematic decision rules are
        established and followed.
    Progress monitoring data provide collective information regarding
        efficacy of specific interventions.
    A system is in place that allows for tiered movement based upon a
        student’s need for access to increasingly intensive instructional and/or
        behavioral support. Tiered movement is supported by systematic
        decision-making guidelines and/or process.
                        PARENT ENGAGEMENT
1. Parents have an understanding of the RtII framework. Parents are invited
   to participate and understand their child’s progress relative to grade level
   standards and their child’s corresponding response to instruction and
   intervention. Parents are informed and understand their right to request a
   special education evaluation at any time.
2. Parents know what level of tiered instruction/intervention their child is
   receiving.
3. Parents receive (at minimum) quarterly reports on their child’s
   interventions, goals, and progress.
          RELATIONAL AND BEHAVIORAL SUPPORTS
1. Professional development has been provided in the area of effective
   instruction and its impact upon behavior.
2. The school conducts universal screening of emotional, social, and
   behavioral outcomes at all grade levels.
3. A three tiered system is in place to provide increasingly intensive relational
   and behavioral support.
4. The three tiered system includes the elements of PA’s Resiliency/Wellness
   Framework:
    High Expectations
    Meaningful Student Engagement
    Connectiveness and Bonding
    Skills for Life
    Clear and Consistent Boundaries
    Unconditional Support
5. Attendance, discipline, behavior, and student performance data are used
   and monitored to design and implement a tiered system of academic and
   relational support.
6. Expected behaviors are explicitly taught, practiced, and positively
   reinforced in all settings.
7. Staff members receive instruction in the principles of school-wide positive
   behavior support.
    Expectations and consequences are consistent, known and
        understood by staff and students.
    A school-wide system is in place to positively reinforce appropriate
        student behavior.
    Staff utilizes appropriate, research supported de-escalation techniques
        with inappropriate student behavior.
8. A continuum of services, including behavioral health services, is available
   throughout the three tier process.
                    ELIGIBILITY DETERMINATION
1. Policies and processes are in place to ensure compliance with all federal
   and state regulations, timelines and assurances.
2. A system is in place to use RtII data to identify a specific learning
   disability. The determination includes RtII outcome data and is part of a
   comprehensive evaluation of student eligibility.
    The team uses multiple sources of data to compare the referred
       student’s slope of progress to the goal line needed to close the
       achievement gap in the respective area/s of deficiency.
 LEADERSHIP (SUPPORTS, INFRASTRUCTURE, FLEXIBLE
                          USE OF RESOURCES)
1. Central administration of the school district understands and supports the
     three-tier model as an organizing structure for instruction and resources
     (staff and materials).
2.   Building administrators lead and support RtII with demonstrated
     commitment to the efficient and flexible use of time and resources.
3.   School district policies and procedures have been revised as necessary to
     implement the model (Title 1, Special Education, Least Restrictive
     Environment (LRE), Corrective Action, and School Improvement Plans).
4.   The infrastructure that supports RtII, including sufficient staff, schedule,
     and facilities.
5.   Scheduling supports time allocations required for implementation
     (screening, data analysis teaming, intervention
     planning/implementation/monitoring, professional development, etc.).
6.   Administration supports flexible use of staff in addressing student needs
     (general, remedial, special education, paraprofessionals).
7.   Building administrators use observations and evaluations to further the
     fidelity and implementation of RtII as well as identify professional
     development needs.
        PROFESSIONAL DEVELOPMENT FOR ALL STAFF
1. Professional development is differentiated and tied to the data trends and
   vision of the building/district.
2. Professional development is ongoing, job-embedded and includes the
   critical components of an RtI framework.
3. All staff including administrators received an overview of the RtII
   framework and its implications for change from a traditional instructional
   model. The overview is provided by the building’s instructional leaders.
4. All staff including administrators receives training in effective use and
   instructional application of data.
5. Key school personnel are identified for enhanced training in specific
   components of the three-tiered framework (screening, intervention, data
   analysis) to build school capacity and sustainability.
Now, use the priority rating column to identify your implementation priorities (1=none, 2=low, 3=medium, 4=high). Record
your priority ratings and your implementation ratings below for quick reference.



                                    RtII Readiness and Implementation Summary

                                                                                         Level of
                                                                                      Implementation       Priority
                                                                                          Score            Score
             1.    Standards-aligned Curriculum and Research-based Instruction           _______          _______
             2.    Universal Screening                                                   _______          _______
             3.    Shared Ownership                                                      _______          _______
             4.    Data-based Decision Making                                            _______          _______
             5.    Tiered Intervention and Service Delivery                              _______          _______
             6.    Parent Engagement                                                     _______          _______
             7.    Behavior                                                              _______          _______
             8.    Eligibility Determination                                             _______          _______
             9.    Leadership (Supports, Infrastructure, Flexible Use of Resources)      _______          _______
             10.   Professional Development                                              _______          _______
                                            RtII Action Plan
School ______________________________ Planning Team:_________________________________
Date___________


Indicator or Sub-Topic   Detailed Actions      Resources     Timeline     Lead(s)       Evidence of Change
                                        Using Response to Intervention (RtI) for SLD Determination: Scoring Rubric


                   3                                      2                                       1
     I. HIGH QUALITY STANDARDS-             I. HIGH QUALITY STANDARDS-              I. HIGH QUALITY STANDARDS-               Additional Scoring
       ALIGNED CURRICULUM AND                 ALIGNED CURRICULUM AND                  ALIGNED CURRICULUM AND                     Guidance
   RESEARCH–BASED INSTRUCTION              RESEARCH–BASED INSTRUCTION              RESEARCH–BASED INSTRUCTION
1. General education core               1. General education core               1. General       education        core   The building provides
   curriculum and instructional            curriculum and instructional            curriculum and instructional          evidence       that    it
   practices are aligned to the PA         practices are partially aligned to      practices are not aligned to the      strongly protects core
   standards and are research              the PA standards and are                PA standards and are not              instructional time by
   based.                                  research based.                         research based.                       not           scheduling
    Reading: Addresses 5 big               Reading: Addresses 5 big               Reading: Addresses 5 big            assemblies,
        ideas (phonemic awareness,             ideas (phonemic awareness,              ideas (phonemic awareness,        announcements, etc.
        decoding, fluency,                     decoding, fluency,                      decoding, fluency,                during     the      time
        vocabulary, comprehension)             vocabulary, comprehension)              vocabulary, comprehension)        allotted     for    core
        o 90+ uninterrupted                    o Less than 90                          o Less than 60                    reading and math
            minutes minimum per                    uninterrupted minutes                   uninterrupted minutes         instruction.
            day                                    minimum per day                         minimum per day
    Math: Addresses math                   Math: Addresses math                   Math:        Addresses      math    Core reading and math
        content standards (numbers             content standards (numbers              content standards (numbers        instructional blocks (90
        and operations,                        and operations,                         and                 operations,   and      60     minutes
        measurement, geometry,                 measurement, geometry,                  measurement,         geometry,    respectively) reflect a
        algebraic concepts, data               algebraic concepts, data                algebraic concepts, data          combination           of
        analysis and probability),             analysis and probability),              analysis and probability),        standards-aligned
        process standards (problem             process standards (problem              process standards (problem        whole and small group
        solving, reasoning and proof,          solving, reasoning and proof,           solving, reasoning and proof,     instruction.
        communication, connections,            communication, connections,             communication, connections,
        representations) and the five          representations) and the five           representations) and the five     Pull-out services such
        strands of mathematical                strands of mathematical                 strands of      mathematical      as        supplemental
        proficiency (conceptual                proficiency (conceptual                 proficiency        (conceptual    intervention,
        understanding, procedural              understanding, procedural               understanding,      procedural    speech/language,
        fluency, strategic                     fluency, strategic                      fluency,              strategic   OT/PT, ESL, etc. should
        competence, adaptive                   competence, adaptive                    competence,           adaptive    be “in addition to”
        reasoning, and productive              reasoning, and productive               reasoning, and productive         core reading and math
       disposition.                           disposition.                              disposition.                       instruction.
       o 60 uninterrupted minutes             o Less than 60                            o Less          than         45
            minimum per day.                       uninterrupted minutes                    uninterrupted      minutes     Recess     may       be
    Behavior: Includes school                     minimum per day.                         minimum per day.               scheduled      as     a
       wide behavioral expectations        Behavior: Includes school               Behavior:         School      wide    developmentally
       with 3-5 Big Rules. Positive           wide behavioral expectations              behavioral expectations are        appropriate       break
       behavior is actively                   which exceed 3-5 Big Rules.               not clear or exceed more           during core instruction
       reinforced.                            Positive behavior is actively             than 3-5 Big Rules. Positive       but should not be
    A system is in place to ensure           reinforced.                               behavior is not routinely          included as part of the
       core instruction is delivered       A system is in place to ensure              reinforced.                        90 or 60 instructional
       with fidelity and includes             core instruction is delivered         A system is not in place to           minutes.
       routine fidelity checks and a          with fidelity but lacks routine           ensure core instruction is
       feedback system to improve             fidelity checks and/or a                  delivered with fidelity and        The building provides
       teaching practices.                    feedback system to improve                includes     routine    fidelity   evidence by citing one
2. Teachers (general ed., remedial            teaching practices.                       checks and a feedback system       or more of the
   and special education, etc.) and    2. Teachers (general ed., remedial               to      improve       teaching     following: classroom
   specialists participate in the         and special education, etc.) and              practices.                         frequent
   design and delivery of core            specialists provide some input in     2. Teachers (general ed., remedial         walkthroughs,     peer
   instruction, as appropriate.           the design and delivery of core          and special education, etc.) and        coaching            and
3. Instruction is differentiated,         instruction, as appropriate.             specialists as appropriate              observation,       self-
   systematic, explicit, and follows   3. Instruction is differentiated,           participate in the design and           monitoring checklists,
   research-based effective teaching      systematic, explicit, and follows        delivery of core instruction.           etc.    The    process
   principles (active engagement ,        research-based effective teaching     3. Instruction is not differentiated,      contains a system for
   teacher modeling, scaffolding,         principles (active engagement,           systematic, explicit, and does not      feedback outside the
   etc.).                                 teacher modeling, scaffolding,           follows research-based effective        evaluation process.
                                          etc.). (partial evidence)                teaching principles (active
                                                                                   engagement, teacher modeling,           Professional
                                                                                   scaffolding, etc.). (no evidence)       Development has been
                                                                                                                           provided on a regular
                                                                                                                           basis to assist teachers
                                                                                                                           in     the      effective
                                                                                                                           delivery of core and
                                                                                                                           differentiated
                                                                                                                           instruction.
                                                                                                                           Effective/differentiate
                                                                                                                           d instruction is routine
                                                                                                                           throughout the day.

                                                                                                                           The     building    can
                                                                                                                           provide evidence that
                                                                                                                           there is a pattern of
                                                                                                                           increasing      student
                                                                                                                           proficiency.

                                                                                                                           Remedial and Special
                                                                                                                           Education       teachers
                                                                                                                           report     that     they
                                                                                                                           allocate instructional
                                                                                                                           time to the delivery of
                                                                                                                           core instruction.


       II. UNIVERSAL SCREENING                 II. UNIVERSAL SCREENING                  II. UNIVERSAL SCREENING
6. A system is in place to assess the   1. A system is in place to assess the   1.   A system is not in place to assess
   strengths and challenges of all         strengths and challenges of some          the strengths and challenges of all       Screening tools
   students in academic content            students in academic content              students in academic content              are time efficient
   areas. All students are                 areas. Some students are                  areas. Students are not                   (e.g., 3-10 minutes
   screened/benchmarked a                  screened/benchmarked less than            screened/benchmarked to                   per student).
   minimum of three times per year         three times per year to determine         determine academic and behavior
   to determine academic and               academic and behavior status              status against grade-level
   behavior status against grade-          against grade-level standards.            standards.                                Screening tools
   level standards.                          Screening tools are research-           Screening tools are not                 have published
    Screening tools are research-              based, predictive of future              research-based, predictive of         and strong
       based, predictive of future              performance on standards,                future performance on                 psychometric
       performance on standards,                and align with grade level               standards, and align with             properties (e.g.,
       and align with grade level               benchmarks.                              grade level benchmarks.               adequate reliability
       benchmarks.                           Efficiently administered by             Efficiently administered by             and validity co-
    Efficiently administered by                trained staff.                           trained staff.                        efficients) and are
       trained staff.                        Administration fidelity is              Administration fidelity is not          nationally normed.
    Administration fidelity is                 infrequently monitored.                  monitored.
       monitored.                    2. Screening data is shared with       2. Screening data is not shared with
7. Screening data is shared with        some administrative teams, grade       administrative teams, grade level
   administrative teams, grade level    level teams, student specific teams    teams, student specific teams
   teams, student specific teams and    and parents, and:                      and parents, and:
   parents, and:                          Maintained in a database             Maintained in a database
    Maintained in a database                which generates user friendly         which generates user friendly
       which generates user friendly         summaries of data.                    summaries of data.
       summaries of data.                 Graphed for easy display,            Graphed for easy display,
    Graphed for easy display,               analysis and interpretation.          analysis and interpretation.
       analysis and interpretation.       Demonstrates the degree of           Demonstrates the degree of
    Demonstrates the degree of              risk for individual students          risk for individual students
       risk for individual students          and groups of students at             and groups of students at
       and groups of students at             specific grades.                      specific grades.
       specific grades.              3. Grade level teams may analyze       3. Grade level teams do not analyze
8. Grade level teams analyze                                                                                         Teams provide
                                        screening data in a untimely           screening data in a timely manner     evidence of
   screening data in a timely manner    manner (more than one week             (within one week of                   teaming(e.g., use of
   (within one week of                  following administration) to           administration) to design and do      structured protocols,
   administration) to design and        possibly design and adjust             not adjust instruction using a        grade level goals are
   adjust instruction using a           instruction using a structured         structured team facilitation          developed and grade-
   structured team facilitation                                                                                      wide interventions are
                                        team facilitation process and          process and format.
                                                                                                                     implemented and
   process and format.                  format.                                                                      monitored.., student
                                                                                                                     reports, etc.)




        III. SHARED OWNERSHIP                 III. SHARED OWNERSHIP                   III. SHARED OWNERSHIP
3. All staff (general, special,       1. Some staff assumes active roles in   1. Multiple staff (general, special,   Professionals validate
   remedial, ESL, specialists)            assessment, curriculum and            remedial, ESL) do not assume an        that “All” students
   assumes an active role in              instruction practices.                active role in assessment,             are in receipt of
   assessment, curriculum and               Some staff demonstrates            curriculum and instruction             high-quality
   instruction practices.                      ownership for learning,          practices.                             standards-aligned
    Staff demonstrates                        growth and achievement of           Staff do not demonstrate           instruction
        ownership for learning,                   all students.                            ownership for learning,
        growth and achievement of              Some role changes are                      growth and achievement of      Professional
        all students.                             strategically planned and                all students.                    development and
     All role changes are                        supported with appropriate           Role changes are not                administrative
        strategically planned and                 training and coaching.                   strategically planned and        support has led to
        supported with appropriate       2. Some school resources and staff                supported with appropriate       changes in role and
        training and coaching.               expertise are allocated based on              training and coaching.           function based upon
2. School resources and staff                student need. Expert teachers and    2. School resources and staff             skill set as needed
  expertise are allocated based on           specialists may be assigned to the     expertise are not allocated based
  student need. Expert teachers and          neediest students and staff            on student need. Expert teachers      Professionals report
  specialists are assigned to the            assignments are often flexible         and specialists are not necessarily     that the building
  neediest students and staff                based on the changing needs of         assigned to the neediest students       schedule mirrors the
  assignments are flexible based on          students.                              and staff assignments are not           needs of the overall
  the changing needs of students.                                                   flexible based on the changing          student population
                                                                                    needs of students.
                                                                                                                          Staff expertise,
                                                                                                                            experience and skill
                                                                                                                            is matched in
                                                                                                                            proportion to
                                                                                                                            student needs
       IV. DATA-BASED DECISION                  IV. DATA-BASED DECISION                  IV. DATA-BASED DECISION
                 MAKING                                   MAKING                                   MAKING
7. Building, grade level and student-    1. Building, grade level and student-    1. Building, grade level and student-
   centered teams meet                      centered teams meet, irregularly,        centered teams are not in place          Evidence is
   collaboratively to review                to review assessment data and            to review assessment data and            provided.
   assessment data and make                 make instructional decisions.            make instructional decisions.            Examples may
   instructional decisions.                  Teachers do not routinely               Teachers do not generate or            include: progress-
    Teachers generate or receive                receive data in advance.                 receive user-friendly data in       monitoring graphs,
        user-friendly data in advance.       A structured team facilitation              advance.                            schedules for
    A structured team facilitation              process and format are used          A structured team facilitation         tiered
        process and format are used.             sometimes.                               process and format are not          interventions,
8. Grade level teams set measurable      2. Grade level teams set measurable              used.                               schedules for team
   grade-wide goals, develop and            grade-wide goals, but do not          2. Grade level teams do not set             data analysis and
   implement strategies to achieve          routinely develop and implement          measurable grade-wide goals,             instructional
    these goals, and monitor student         strategies to achieve these goals,       develop and implement                matching, etc.
    progress toward these                    and monitor student progress             strategies to achieve these goals,
    benchmark goals (i.e. _____% of          toward these benchmark goals             and monitor student progress
    students will meet benchmark by          (i.e. _____% of students will meet       toward these benchmark goals
    January).                                benchmark by January).                   (i.e. _____% of students will meet
     Use data to adjust core and             Use data to adjust core and            benchmark by January).
        tiered instruction                        tiered instruction                   Do not use data to adjust
     Identify research-based                     intermittently                           core and tiered instruction     The schools data
        supplement to core program.           Identify research-based                 Do not identify research-          teaming structure
     Implementation logistics are                supplement to core program               based supplement to core        is delineated
        planned and staff is trained.             intermittently.                          program.                        (Teams, role,
     Strategies are monitored and            Implementation logistics are            Implementation logistics are       function, etc). The
        fine tuned in response to                 planned and staff is trained             not planned and staff is        use of decision
        progress data.                            intermittently.                          trained.                        rules and Rate of
     Implementation fidelity is              Strategies are monitored and            Strategies are not monitored       Improvement is
        monitored.                                fine tuned in response to                and fine tuned in response to   defined and
9. Continuous progress monitoring                 progress data intermittently.            progress data.                  articulated.
    data drives instructional decisions       Implementation fidelity is              Implementation fidelity is not
    throughout the three-tier                     monitored intermittently.                monitored.
    process.                              3. Continuous progress monitoring        3. Continuous progress monitoring
     Progress monitoring                    data drives instructional decisions      data do not drive instructional
        measures are reliable,               throughout the three-tier                decisions throughout the three-
        efficient, and determine             process.                                 tier process.
        student and grade level               Progress monitoring                     Progress monitoring
        progress toward prescribed                measures are reliable,                   measures are not reliable,
        benchmarks.                               efficient, and determine                 efficient, and determine
     Progress in all tiers is                    student and grade level                  student and grade level
        monitored, graphed, and                   progress toward prescribed               progress toward prescribed
        analyzed according to                     benchmarks.                              benchmarks.
        specified processes and               Progress in all tiers is                Progress in all tiers is not
        decision rules.                           intermittently monitored,                monitored, graphed, and
10. Academic and behavioral                       graphed, and analyzed                    analyzed according to
    progress is monitored with                    according to specified                   specified processes and
    increasing frequency as students              processes and decision rules.            decision rules.
   receive additional tiered             4. Academic and behavioral               4. Academic and behavioral
   interventions.                           progress is monitored                    progress is not monitored with
    Tier 1 - minimum of three              intermittently with increasing           increasing frequency as students
       times per year; Tier 2-              frequency as students receive            receive additional tiered
       minimum twice monthly; Tier          additional tiered interventions.         interventions.
       3-minimum weekly.                     Tier 1 - minimum of three               Tier 1 - minimum of three
5. Time is scheduled for grade-level            times per year; Tier 2- less             times per year; Tier 2-
   and student level team                       than twice monthly; Tier 3-              minimum twice monthly; Tier
   collaboration and follow-up                  less than weekly.                        3-minimum weekly.
   activities.                           5. Time is scheduled intermittently      5. Time is not scheduled for grade-
                                            for grade-level and student level        level and student level team
                                            team collaboration and follow-up         collaboration and follow-up
                                            activities.                              activities.




     V. TIERED INTERVENTION AND               V. TIERED INTERVENTION AND               V. TIERED INTERVENTION AND
       SERVICE DELIVERY SYSTEM                  SERVICE DELIVERY SYSTEM                  SERVICE DELIVERY SYSTEM
5. Students receive increasingly         1. Some students receive                 1. Students do not receive               Evidence is
   intense research-based                   increasingly intense research-           increasingly intense research-        provided (e.g.,
   interventions targeted at                based interventions targeted at          based interventions targeted at       standard protocol
   assessed skill deficits in addition      assessed skill deficits in addition      assessed skill deficits in addition   intervention list,
   to standards-aligned core                to standards-aligned core                to standards-aligned core             extra time
   instruction immediately after            instruction immediately after            instruction immediately after         allocated toward
   need is identified through              need is identified through             need is identified through             small group
   assessment. A range of research-        assessment. A range of research-       assessment. A range of research-       intervention,
   based interventions for any             based interventions for some           based interventions for any            number of groups
   student at risk of academic or          students at risk of academic or        student at risk of academic or         and size, number
   behavioral failure is in place.         behavioral failure is in place.        behavioral failure is not in place.    of resource
    The team uses screening and            The team uses screening and           The team does not use                personnel that
       informal assessment data to             informal assessment data to             screening and informal            provide
       identify instructional needs            identify instructional needs            assessment data to identify       supplemental
       and appropriate                         and appropriate                         instructional needs and           intervention,
       interventions for students.             interventions for some                  appropriate interventions for     progress-
    Tier 2 intervention provides              students.                               students.                         monitoring
       additional instructional time        Tier 2 intervention provides          Tier 2 intervention does not         schedule, etc.)
       (at least 30 minutes/day.               additional instructional time           provide additional
    Tier 3 provides additional                (less than 30 minutes/day.              instructional time (at least 30
       instructional time (30-60            Tier 3 provides additional                minutes/day.
       minutes/day).                           instructional time (less than       Tier 3 does not provide
    Intervention logistics                    30-60 minutes/day).                     additional instructional time
       (including training) are             Intervention logistics                    (30-60 minutes/day).
       carefully planned (Who,                 (including training) are            Intervention logistics               Decision rules for
       What, Where, When).                     carefully planned (Who,                 (including training) are not      Tier movement
    Interventions vary by                     What, Where, When)                      carefully planned (Who,           and eligibility
       grouping, expertise, duration,          intermittently.                         What, Where, When).               determination are
       frequency and time.                  Interventions vary by                 Interventions do not vary by         clearly articulated
2. Standard protocol interventions             grouping, frequency and time            grouping, expertise, duration,    and are consistent
   are used at Tiers 2 and 3.                  only.                                   frequency and time.               applied.
3. A system is in place to ensure       2. Standard protocol interventions     2. Standard protocol interventions
   that interventions are                  are used at Tiers 2 and 3              are not used at Tiers 2 and 3.
   implemented with fidelity.              intermittently.                     3. A system is not in place to ensure
4. Progress monitoring data             3. A system is emerging to ensure         that interventions are
   determines the effectiveness of         that interventions are                 implemented with fidelity.
   interventions and drive student         implemented with fidelity.          4. Progress monitoring data does
   movement through the tiers.          4. Progress monitoring data               not determine the effectiveness
    Team identifies student               determines the effectiveness of        of interventions and drive
       specific appropriate Rate of        interventions and drive student        student movement through the
       Improvement.                        movement through the tiers              tiers.
    Progress monitoring logistics         intermittently.                          Team does not identify
       are identified (Who, What,           Team identifies student                    student specific appropriate
       Where, When)                            specific appropriate Rate of             Rate of Improvement.
    Student progress is graphed               Improvement intermittently.          Progress monitoring logistics
       and decision rules are               Progress monitoring logistics              are not identified (Who,
       identified and used to make             are identified (Who, What,               What, Where, When)
       instructional decisions.                Where, When) intermittently          Student progress is graphed
5. Interventions are monitored and          Student progress is graphed                and decision rules are
   adjusted based on progress                  and decision rules are                   identified and used to make
   monitoring data.                            identified and used to make              instructional decisions.
6. A system is in place to move                instructional decisions          5. Interventions are not monitored
   student among tiers as needed.              intermittently.                     and adjusted based on progress
    Students making acceptable         5. Interventions are not monitored         monitoring data.
       progress in Tier 2 return to        and adjusted based on progress       6. A system is not in place to move
       Tier 1 or may remain at Tier        monitoring data.                        student among tiers as needed.
       2. Students not making           6. A system is emerging to move             Students making acceptable
       acceptable progress are             student among tiers as needed.               progress in Tier 2 return to
       referred for Tier 3                  Students making acceptable                 Tier 1 or may remain at Tier
       intervention.                           progress in Tier 2 return to             2. Students not making
    Students making acceptable                Tier 1 or may remain at Tier             acceptable progress are
       progress in Tier 3 return to            2. Students not making                   referred for Tier 3
       Tier 2 or Tier 1 intervention           acceptable progress are                  intervention.
       or may remain at Tier 3.                referred for Tier 3                  Students making acceptable
       Students not making                     intervention.                            progress in Tier 3 return to
       acceptable progress may be           Students making acceptable                 Tier 2 or Tier 1 intervention
       referred for special education          progress in Tier 3 return to             or may remain at Tier 3.
       eligibility determination or            Tier 2 or Tier 1 intervention            Students not making
       continue at Tier 3 with                 or may remain at Tier 3.                 acceptable progress may be
       progress monitoring and                 Students not making                      referred for special education
       modified support to ensure              acceptable progress may be               eligibility determination or
       student success.                        referred for special education           continue at Tier 3 with
                                               eligibility determination or             progress monitoring and
                                               continue at Tier 3 with                  modified support to ensure
                                                 progress monitoring and                  student success.
                                                 modified support to ensure
                                                 student success.




       VI. PARENT ENGAGEMENT                 VI.      PARENT ENGAGEMENT                VI.     PARENT ENGAGEMENT                   VI.
1. Parents are provided information      1. Parents are provided some             1. Parents are not provided
   on the RtI process, including an         information on the RtI process,          information on the RtI process,       Evidence of broad and
   overview of the RtI framework,           which may include an overview            including an overview of the RtI      specific examples of
   tiered instruction, types of             of the RtI framework, tiered             framework, tiered instruction,        parent communication
   programs used, and tips to               instruction, types of programs           types of programs used, and tips      are provided.
   support their children and school        used, and tips to support their          to support their children and
   to implement the RtI strategy.           children and school to implement         school to implement the RtI
   The overview includes decision           the RtI strategy. The overview           strategy. The overview does not
   rules, timelines, explanations of        does not routinely include               include decision rules, timelines,
   interventions, and expectations.         decision rules, timelines,               explanations of interventions,
2. Parents are notified and                 explanations of interventions,           and expectations.
   requested to participate in the          and expectations.                     2. Parents are not notified and
   three-tier process as soon as their   2. Parents are not routinely notified       requested to participate in the
   children begin tiered supports.          and requested to participate in          three-tier process as soon as their
3. Parents receive at least quarterly       the three-tier process as soon as        children begin tiered supports.
   detailed reports on their child’s        their children begin tiered           3. Parents do not receive reports on
   interventions, goals, and                supports.                                their child’s interventions, goals,
   progress.                             3. Parents receive less than                and progress.
4. Parents are informed and                 quarterly detailed reports on         4. Parents are not informed and do
   understand their right to request        their child’s interventions, goals,      not understand their right to
      a special education evaluation at        and progress.                             request a special education
      any time during RtI.                4.   Parents are sometimes informed            evaluation at any time during RtI.
                                               and understand their right to
                                               request a special education
                                               evaluation at any time during RtI.
                 VII. BEHAVIOR                            VII. BEHAVIOR                           VII.     BEHAVIOR                  VIII.
9.    The school conducts universal       1.   The school conducts screening of     1.   The school does not conducts         Not applicable for
      screening of emotional, social,          emotional, social, and behavior           universal screening of emotional,    SLD
      and behavior adjustments at all          adjustments for some students             social, and behavior adjustments.    Determination.
      grade levels.                            or at some grade levels.             2.   School staff does not understand
10.   School staff understands the        2.   Some school staff understands             the relationship between
      relationship between effective           the relationship between                  effective instruction and
      instruction and behavior.                effective instruction and                 behavior.
11.   Expected behaviors are explicitly        behavior.                            3.   Expected behaviors are not
      taught, practiced, and positively   3.   Some expected behaviors are               explicitly taught, practiced, and
      reinforced in all settings.              explicitly taught, practiced, and         positively reinforced in all
12.   Staff members receive instruction        positively reinforced in selected         settings.
      in the principles of schoolwide          settings.                            4.   Staff members have not received
      positive behavior support.          4.   Some staff members receive                instruction in the principles of
       Expectations and                       instruction in the principles of          schoolwide positive behavior
           consequences are consistent,        schoolwide positive behavior              support.
           known and understood by             support.                                   Expectations and
           staff and students.                  Expectations and                            consequences are not
       A system is in place to                    consequences are consistent,              consistent, known and
           positively reinforce                    known and understood by                   understood by staff and
           appropriate student                     some staff and some                       students.
           behavior.                               students.                              A system is not in place to
       Staff utilizes de-escalation            A system is in place to                     positively reinforce
           techniques with                         positively reinforce some                 appropriate student
           inappropriate student                   appropriate student                       behavior.
           behavior.                               behavior.                              Staff does not utilize de-
5.    A continuum of services including         Some staff utilizes de-                     escalation techniques with
      behavioral health services is                escalation techniques with                inappropriate student
      available through the three tier             inappropriate student                     behavior.
   process.                                     behavior.                         5. A continuum of services including
                                        5. A limited continuum of services           behavioral health services is not
                                           including behavioral health               available through the three tier
                                           services is available through the         process.
                                           three tier process.
              VIII. ELIGIBILITY                       VIII. ELIGIBILITY                         VIII. ELIGIBILITY
             DETERMINATION                           DETERMINATION                             DETERMINATION
3. Policies and processes are in        5. Some policies and processes are        7. Policies and processes are not in      Evidence may be
   place to ensure compliance with         in place to ensure compliance             place to ensure compliance with        provided through
   all federal and state regulations,      with all federal and state                all federal and state regulations,     sample Evaluation
   timelines and assurances.               regulations, timelines and                timelines and assurances.              Report (ER).
4. A system is in place to use RtI         assurances.                            8. A system is not in place to use RtI
   data to diagnose specific learning   6. Parts of a system are in place to         data to diagnose specific learning
   disability. The determination           use RtI data to diagnose specific         disability. The determination
   includes RtI outcome data and is        learning disability. The                  includes RtI outcome data and is       Decision rules,
   part of a comprehensive                 determination includes RtI                part of a comprehensive                rates of
   evaluation of student eligibility.      outcome data and is part of a             evaluation of student eligibility.     improvement
    The evaluation team uses              comprehensive evaluation of                The evaluation team does not         should be clearly
        research-based norms or            student eligibility.                           use research-based norms or       articulated with
        benchmarks to determine the         The evaluation team                          benchmarks to determine the       evidence of
        magnitude of a student’s                sometimes uses research-                  magnitude of a student’s          consistency in
        deficit in basic academic               based norms or benchmarks                 deficit in basic academic         application.
        skills.                                 to determine the magnitude                skills.
    The team uses student                      of a student’s deficit in basic       The team does not use
        progress data to compare the            academic skills.                          student progress data to
        referred student’s slope of         The team sometimes uses                      compare the referred
        progress to the goal line               student progress data to                  student’s slope of progress to
        needed to close the                     compare the referred                      the goal line needed to close
        achievement gap in the                  student’s slope of progress to            the achievement gap in the
        academic skill deficit.                 the goal line needed to close             academic skill deficit.
    The team considers other                   the achievement gap in the            The team does not consider
        factors (vision, hearing,               academic skill deficit.                   other factors (vision, hearing,
        language, social/behavioral,        The team sometimes                           language, social/behavioral,
        medical, etc.) that may                 considers other factors                   medical, etc.) that may
            explain the student’s                      (vision, hearing, language,                explain the student’s
            difficulties in conducting the             social/behavioral, medical,                difficulties in conducting the
            comprehensive evaluation,                  etc.) that may explain the                 comprehensive evaluation,
            and assesses the degree of                 student’s difficulties in                  and assesses the degree of
            student need.                              conducting the                             student need.
                                                       comprehensive evaluation,
                                                       and assesses the degree of
                                                       student need.
      IX.       LEADERSHIP (SUPPORTS,              IX.      LEADERSHIP (SUPPORTS,           IX.      LEADERSHIP (SUPPORTS,              IX.
                   INFRASTRUCTURE,                              INFRASTRUCTURE,                         INFRASTRUCTURE,
                     FLEXIBLE USE OF                             FLEXIBLE USE OF                          FLEXIBLE USE OF
                       RESOURCES)                                  RESOURCES)                               RESOURCES)
8.    Building Administrators lead and       1.   Building Administrators lead and     1.   Building Administrators do not         Building and
      support RtI with demonstrated               support RtI with demonstrated             support RtI with demonstrated          district
      commitment to the efficient and             commitment to the efficient and           commitment to the efficient and        administration
      flexible use of time and                    flexible use of time and resources        flexible use of time and               provide evidence
      resources.                                  to some extent.                           resources.                             of coordination,
9.    School district policies and           2.   Some school district policies and    2.   School district policies and           communication
      procedures have been revised, as            procedures have been revised, as          procedures have not been               and support for RtI
      necessary to implement the                  necessary to implement the                revised, as necessary to               initiative and
      model (Title 1, Sp. Ed. Plan).              model (Title 1, Sp. Ed. Plan).            implement the model (Title 1, Sp.      implementation
10.   The building infrastructure (i.e.      3.   The building infrastructure (i.e.         Ed. Plan).                             (e.g., district RtI
      schedule) supports RtI.                     schedule) to some extent             3.   The building infrastructure (i.e.      steering
11.   Scheduling supports time                    supports RtI.                             schedule) does not support RtI.        committee or task
      allocations required for               4.   Scheduling, some extent,             4.   Scheduling does not support time       force, focus
      implementation (screening, data             supports time allocations                 allocations required for               groups,
      analysis teaming (grade level and           required for implementation               implementation (screening, data        expenditures,
      student specific) , intervention            (screening, data analysis teaming         analysis teaming (grade level and      school
      planning/implementation/monito              (grade level and student specific)        student specific), intervention        improvement
      ring, professional development,             , intervention                            planning/implementation/monito         planning/strategic
      etc.).                                      planning/implementation/monito            ring, professional development,        planning, etc.)
12.   Administration supports change              ring, professional development,           etc.).
      in staff role in addressing student         etc.).                               5.   Administration does not support
      needs (general, remedial, special      5.   Administration, to some extent,           change in staff role in addressing
     education.                                 supports change in staff role in         student needs (general, remedial,
                                                addressing student needs                 special education.
                                                (general, remedial, special
                                                education.
               X. PROFESSIONAL                          X. PROFESSIONAL                            X. PROFESSIONAL
                DEVELOPMENT                               DEVELOPMENT                                DEVELOPMENT
6.   Professional development is          1.   Some professional development        1.   Professional development is not      Professional
     ongoing, job-embedded and                 is ongoing, job-embedded and              ongoing, job-embedded and does       development
     includes the relevant areas               includes the relevant areas               not include the relevant areas       calendar reflects
     essential to the effective                essential to the effective                essential to the effective           components of RtI
     implementation of RtI and                 implementation of RtI and                 implementation of RtI and            framework over
     improved student outcomes.                improved student outcomes.                improved student outcomes.           course of
7.   All personnel have received an       2.   Most personnel have received an      2.   Few personnel have received an       implementation
     overview of the RtI framework             overview of the RtI framework             overview of the RtI framework
     and its implications for change           and its implications for change           and its implications for change
     from a traditional instructional          from a traditional instructional          from a traditional instructional
     model. The overview is provided           model. The overview is may be             model. The overview is provided
     by the buildings instructional            provided by the buildings                 by the buildings instructional
     leaders.                                  instructional leaders.                    leaders.
8.   All staff receives training in       3.   Most staff receives training in      3.   Few staff receives training in
     effective use of data for                 effective use of data for                 effective use of data for
     instructional decision making             instructional decision making             instructional decision making
     (data analysis teaming), progress         (data analysis teaming), progress         (data analysis teaming), progress
     monitoring, effective instruction,        monitoring, effective instruction,        monitoring, effective instruction,
     differentiated instruction, parent        differentiated instruction, parent        differentiated instruction, parent
     engagement, reading and                   engagement, reading and                   engagement, reading and
     mathematics instruction,                  mathematics instruction,                  mathematics instruction,
     schoolwide behavior support and           schoolwide behavior support and           schoolwide behavior support and
     other areas as identified. Guided         other areas as identified. Guided         other areas as identified. Guided
     practice is an integral component         practice is may be an integral            practice is an integral component
     of professional development               component of professional                 of professional development
     activities.                               development activities.                   activities.
9.   Key school personnel are             4.   Some key school personnel are        4.   Key school personnel are not
     identified for enhanced training          identified for enhanced training          identified for enhanced training
    in specific components of the            in some specific components of        in specific components of the
    three-tier model (screening,             the three-tier model (screening,      three-tier model (screening,
    intervention, data analysis) to          intervention, data analysis) to       intervention, data analysis) to
    build school capacity and to             build school capacity and to          build school capacity and to
    ensure sustainability of the RtI         ensure sustainability of the RtI      ensure sustainability of the RtI
    strategy.                                strategy.                             strategy.
10. The district professional             5. The district professional          6. The district professional
    development calendar provides            development calendar provides         development calendar does not
    sufficient time and flexibility for      time and flexibility for              provide sufficient time and
    professional development in the          professional development in the       flexibility for professional
    components of RtI.                       components of RtI.                    development in the components
                                                                                   of RtI.

								
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