Decision Making with Data Essential Component 1 = Gold Standard / Sustaining Considerations for Students who ____________________________ Students who ______________ are considered part Implemented as Intended: Relevant school are fidelity measures and/or a data tracking of the school’s additional support/intervention teams collect and analyze fidelity data to system to monitor whether or not instruction, system. determine if the system and essential interventions and support are consistently components (e.g., interventions) are implemented and implemented as intended. Interventions are provided for students who______________, with adaptations and supports implemented as intended. (minimally for Reading, Mathematics and Behavior) as appropriate and in the same locations as other Within the past year, fidelity measures indicate the students. support system and essential components are Decision guidelines for initiating, adjusting, and adequately implemented as intended: ending supports are applied to students who ______________. Tracking system and procedures Universal Supports at each grade level, for monitoring effectiveness include students who Additional and Intensified Supports at each ______________. grade level, and Integrated Collaborative Teams and Decision Making with Data. Continuous Improvement: Relevant school and Teams use a continuous improvement process with Students who ______________ are included in the student outcome and fidelity data that teams simultaneous processing of: student outcome, fidelity district use student outcome data in use to assess, adapt, and improve academic combination with fidelity and capacity data to of implementation and capacity data. and behavior support practices across the entire assess the effectiveness of tiered instruction, Teams engage this process at least 2x per year to continuum of support. intervention and support practices, and to adapt monitor and make adjustments practices accordingly. Findings are used by team members to assess, and improve academic and behavior support practices across the entire multi-tiered system of support.
Decision Making with Data Essential Component 1 = Gold Standard / Sustaining Considerations for Students who ____________________________ Implemented as Intended: Relevant school teams collect and analyze fidelity data to determine if the system and essential components (e.g., interventions) are implemented as intended. are fidelity measures and/or a data tracking system to monitor whether or not instruction, interventions and support are consistently implemented and implemented as intended. (minimally for Reading, Mathematics and Behavior) Within the past year, fidelity measures indicate the support system and essential components are adequately implemented as intended: Universal Supports at each grade level, Additional and Intensified Supports at each grade level, and Integrated Collaborative Teams and Decision Making with Data. Students who ______________ are considered part of the school’s additional support/intervention system. Interventions are provided for students who______________, with adaptations and supports as appropriate and in the same locations as other students. Decision guidelines for initiating, adjusting, and ending supports are applied to students who ______________. Tracking system and procedures for monitoring effectiveness include students who ______________. Continuous Improvement: Relevant school and district use student outcome data in combination with fidelity and capacity data to assess the effectiveness of tiered instruction, intervention and support practices, and to adapt practices accordingly. Teams use a continuous improvement process with simultaneous processing of: student outcome, fidelity of implementation and capacity data. Teams engage this process at least 2x per year to monitor and make adjustments Findings are used by team members to assess, and improve academic and behavior support practices across the entire multi-tiered system of support. Students who ______________ are included in the student outcome and fidelity data that teams use to assess, adapt, and improve academic and behavior support practices across the entire continuum of support.
integrated_practice_profile_with_blanks.docx