Coherent District Policy Faculty and Staff in a district can Framework define: -The 5 most highly valued areas Yes, Partial, No of focus (outcomes) for the district. -The process by new innovations are adopted within the district is defined (Elements of RTI Approach) -Specific expectations for aligning innovations are defined. Evaluation Capacity for School -Universal screening system for AND District use behavior, literacy and math ** Universal Screening -Progress monitoring system for ** Progress Monitoring students identified as risk” “at Yes, Partial, No ** Standards -Reporting framework for ** Fidelity of use updating the board and district ** Use of data for decisions admin at least twice a year -State standards Recruitment and Hiring -Require competence in practices” for hiring Yes, Partial, No “innovation of new personnel Annual Faculty/Staff Orientation -Build innovation content into orientation of new Yes, Partial, No administrators, faculty, staff Professional Development -School professional Efforts Coordinated development plans organized Yes, Partial, No around district initiatives and RtI framework Coaching -Professional development combined with coaching support Yes, Partial, No Annual Faculty/Staff Evaluations Include competence in knowledge and performance of innovations as part of annual Yes, Partial, No evaluations. Development of support District personnel allocation, personnel for secondary and training and investment Yes, Partial, No tertiary interventions establishes specialists in behavior support, literacy and math Horner, R. & Sugai, G. (2011) RTI Features for School and District Implementation
Coherent District Policy Framework Faculty and Staff in a district can define: -The 5 most highly valued areas of focus (outcomes) for the district. -The process by new innovations are adopted within the district is defined (Elements of RTI Approach) -Specific expectations for aligning innovations are defined. Yes, Partial, No Evaluation Capacity for School AND District use ** Universal Screening ** Progress Monitoring ** Standards ** Fidelity of use ** Use of data for decisions -Universal screening system for behavior, literacy and math -Progress monitoring system for students identified as “at risk” -Reporting framework for updating the board and district admin at least twice a year -State standards Yes, Partial, No Recruitment and Hiring -Require competence in “innovation practices” for hiring of new personnel Yes, Partial, No Annual Faculty/Staff Orientation -Build innovation content into orientation of new administrators, faculty, staff Yes, Partial, No Professional Development Efforts Coordinated -School professional development plans organized around district initiatives and RtI framework Yes, Partial, No Coaching -Professional development combined with coaching support Yes, Partial, No Annual Faculty/Staff Evaluations Include competence in knowledge and performance of innovations as part of annual evaluations. Yes, Partial, No Development of support personnel for secondary and tertiary interventions District personnel allocation, training and investment establishes specialists in behavior support, literacy and math Yes, Partial, No Horner, R. & Sugai, G. (2011) RTI Features for School and District Implementation
District%20Self-Assessment.docx