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