A critical component of the action plan will be to conduct uniform, time-efficient diagnostic screening measures to identify students in need of interventions (Jimerson et al., 2007).
In addition to screening, teachers must be trained in consistent, research-based progress monitoring methods that will provide ongoing feedback and address the following questions:
- What interventions and programs are increasing student growth?
- What should be discontinued or revised?
- Which students are responding to interventions? How quickly?
- Which students need further more intensive interventions?
|#||Beginning: 1||Developing: 2||Operational: 3||Optimal: 4||Score|
|Establishing and maintaining an RTI Team||Administration and staff have discussed the need for a team.||Administration has reached out to general education teachers, special education teachers, and school psychologist to locate volunteers and candidates for the team.||Members of the team, including at least 1 general education teacher from each grade level, 1 special education teacher, and the school psychologist have been identified and had at least one meeting.||Members of the team, including at least 1 general education teacher from each grade level, 1 special education teacher, and the school psychologist have been identified and have engaged in scheduled, ongoing meetings to collaborate on the best way to meet the needs of all students.||3|
|Establishment of Structure and Systems for Tiered Instruction||RTI team researches methods and strategies used for other academic intervention programs, and provides support for teachersí understanding of the framework of school-wide, targeted, and intensive levels of instruction.||RTI team supports all teachers in their implementation of a range of research-based curriculum, instructional practices, and strategies in all content areas for tier I intervention.||RTI team supports all teachers, who demonstrate a a good understanding and implementation of effective instructionalstrategies in all content areas for tier I, and consistently practice targeted interventions for tier II.||RTI team supports all teachers, who demonstrate a deep understanding and implementation of effective instructional strategies in all content areas for tier I, consistently practice targeted interventions for tier II, and communicate regularly with trained staff who provides intensive interventions at the tier III level for identified students.||2|
|Evaluation of instructional methods and tiered interventions.||Teachers understand and value the importance of implementing research-based instruction and tiered interventions to meet the needs of all students.||With varying levels of consistency and accountability, teachers implement effective classroom instruction, tier I interventions for students, and tier II interventions for targeted students. Trained staff provide tier III interventions for identified students.||Teachers consistently demonstrate accountability for implementing research-based quality instruction at tier I and II levels. Trained staff have ownership of and provide consistent and high quality tier III interventions for identified students.||RTI team and all teachers regularly measure and adjust the quality of instruction and tiered interventions based on data analysis and teacher feedback. RTI team provides ongoing support and professional development for teachers.||2|
|Evaluation of Diagnostic Screening and Progress Monitoring||Teachers understand and value the importance of the methods used for screening to identify student needs, and progress monitoring to measure student growth.||With varying levels of confidence and accountability, teachers implement student screening to identify studentsí needs at the beginning of each semester, and progress monitoring at least monthly to measure student growth.||Teachers effectively implement research-based student screening at least 3 pre-determined times in the school year, and consistently progress monitor weekly and biweekly throughout the year to measure student response to intervention.||RTI team and all teachers regularly measure and adjust the quality of the screening and progress monitoring programs and procedures based on data analysis and teacher feedback, and provide ongoing support and professional development for teachers.||2|
Total Score: 2.25