Tier I / Core Tier II/ Targeted Level- Data Collection Plan Completed during committee Instruction – Teacher meeting completes and returns to Documentation of Based on the evidence Effective Learning principal from the screener, Strategies Highly Effective homeroom teacher, Reading/Writing/Math/ diagnostic assessments… (START) Repeat Behavioral Instruction of the Intervention Team explicit required curriculum (80 % of (including Parent) CREATE teaching.(END)Evidence all students are mastering TARGET MEASURABLE content) GOAL/S. Effective Classroom (START)Direct Intensive discussions, questioning and The Intervention Team instruction.(END) tasks learning completes Student Evidence Focused, descriptive, Proficiency Plan by qualitative, and frequent determining the feedback to students (START)Structured Method of Clearly defined learning and overviews. (END) Evidence behavioral targets in Delivery language Frequency Differentiated Instruction (START)Drill and Critical and creative thinking Intensity practice (guided and/or prompts or questions independent)(END) Student engagement in Duration Evidence self-reflection Schedule and peer analysis based on learning and/or behavioral (START)Frequent Resources targets Feedback (END). needed Student work/behavior Evidence models that meet the Progress learning/behavior target monitoring (START)Additional use tools/frequency of Vision Hearing Next review (END) Evidence Motor date Communication Tier I continues Attendance (Days Other in regular Missed ____ out of (END)_____________ classroom ___ # Tardy(s)____ Evidence IMPLEMENTATION OF GOAL/S BY REGULAR Universal Screener Evidence If progress is not shown as required by school and CLASSROOM AND RTI district- Name/Results complete and turn all TIER TEACHER/S information into principal. SCAFFOLD OF Meet with Parent INSTRUCTION Meet with Additional diagnostic Parent/Student assessment PROGRESS Intervention MONITORING Team Progress Monitoring of all students
Tier I / Core Instruction – Teacher completes and returns to principal Highly Effective Reading/Writing/Math/ Behavioral Instruction of required curriculum (80 % of all students are mastering content) Effective Classroom discussions, questioning and learning tasks Focused, descriptive, qualitative, and frequent feedback to students Clearly defined learning and behavioral targets in language Differentiated Instruction Critical and creative thinking prompts or questions Student engagement in self-reflection and peer analysis based on learning and/or behavioral targets Student work/behavior models that meet the learning/behavior target Vision Hearing Motor Communication Attendance (Days Missed ____ out of ___ # Tardy(s)____ Universal Screener Evidence as required by school and district- Name/Results Meet with Parent Additional diagnostic assessment Progress Monitoring of all students Data Collection Plan Documentation of Effective Learning Strategies (START) Repeat explicit teaching.(END)Evidence (START)Direct Intensive instruction.(END) Evidence (START)Structured overviews. (END) Evidence (START)Drill and practice (guided and/or independent)(END) Evidence (START)Frequent Feedback (END). Evidence (START)Additional use of (END) Evidence Other (END)_____________ Evidence If progress is not shown complete and turn all information into principal. Meet with Parent/Student Intervention Team Tier II/ Targeted Level- Completed during committee meeting Based on the evidence from the screener, homeroom teacher, diagnostic assessments… the Intervention Team (including Parent) CREATE TARGET MEASURABLE GOAL/S. The Intervention Team completes Student Proficiency Plan by determining the Method of Delivery Frequency Intensity Duration Schedule Resources needed Progress monitoring tools/frequency Next review date Tier I continues in regular classroom IMPLEMENTATION OF GOAL/S BY REGULAR CLASSROOM AND RTI TIER TEACHER/S SCAFFOLD OF INSTRUCTION PROGRESS MONITORING
wayne%20county%20rti%20guidebook%202015%20(1).docx