slower rate’ is defined locally with decision Present - Y N Present - Y N Present - Y N ‘significantly Quality– H M L Quality– H M L Quality– H M L rules Multiple sources of data to substantiate conclusions Assessments: Assessments: Assessments: Consistent decisions made across schools Present - Y N Present - Y N Present - Y N Quality– H M L Quality– H M L Quality– H M L Which pieces of your educational progress documentation and decision making, if any, would you want to change based on this information? Do your teams regularly collect and document these components related to Instructional Need? Y N Basic Reading Reading Fluency Reading Comprehension Documentation of Evaluation Results PLAN DEVELOPMENT & PLAN EVALUATION: INSTRUCTIONAL NEED – Description of the intervention or instruction Present - Y N Present - Y N Present - Y N Quality– H M L Quality– H M L Quality– H M L The frequency and length of time it was provided Present - Y N Present - Y N Present - Y N Quality– H M L Quality– H M L Quality– H M L Evidence of the intensity of the intervention Present - Y N Present - Y N Present - Y N Quality– H M L Quality– H M L Quality– H M L The person responsible for implementation Present - Y N Present - Y N Present - Y N Quality– H M L Quality– H M L Quality– H M L Research based evidence Present - Y N Present - Y N Present - Y N Quality– H M L Quality– H M L Quality– H M L Fidelity of plan implementation evidence Present - Y N Present - Y N Present - Y N Quality– H M L Quality– H M L Quality– H M L Inclusionary Criteria: INSTRUCTIONAL NEED significantly different from gen ed’ is defined Present - Y N Present - Y N Present - Y N ‘instruction Quality– H M L Quality– H M L Quality– H M L locally with decision rules
‘significantly slower rate’ is defined locally with decision rules Present - Y N Quality– H M L Present - Y N Quality– H M L Present - Y N Quality– H M L Multiple sources of data to substantiate conclusions Assessments: Assessments: Assessments: Consistent decisions made across schools Present - Y N Quality– H M L Present - Y N Quality– H M L Present - Y N Quality– H M L Which pieces of your educational progress documentation and decision making, if any, would you want to change based on this information? Do your teams regularly collect and document these components related to Instructional Need? Y N Basic Reading Reading Fluency Reading Comprehension Documentation of Evaluation Results – PLAN DEVELOPMENT & PLAN EVALUATION: INSTRUCTIONAL NEED Description of the intervention or instruction Present - Y N Quality– H M L Present - Y N Quality– H M L Present - Y N Quality– H M L The frequency and length of time it was provided Present - Y N Quality– H M L Present - Y N Quality– H M L Present - Y N Quality– H M L Evidence of the intensity of the intervention Present - Y N Quality– H M L Present - Y N Quality– H M L Present - Y N Quality– H M L The person responsible for implementation Present - Y N Quality– H M L Present - Y N Quality– H M L Present - Y N Quality– H M L Research based evidence Present - Y N Quality– H M L Present - Y N Quality– H M L Present - Y N Quality– H M L Fidelity of plan implementation evidence Present - Y N Quality– H M L Present - Y N Quality– H M L Present - Y N Quality– H M L Inclusionary Criteria: INSTRUCTIONAL NEED ‘instruction significantly different from gen ed’ is defined locally with decision rules Present - Y N Quality– H M L Present - Y N Quality– H M L Present - Y N Quality– H M L