Academic Performance

Universal Content Standards: the set of content and skill knowledge necessary for all students to be productive in a global society; Kentucky’s Program of Studies represents minimum content standards for graduation in Kentucky

1. All students are given the opportunity to learn at high levels.
2. The minimum curriculum for all students aligns to the requirements of the Program of Studies for Kentucky Schools (2006).

Universal Screening: school-wide screening of students to accurately identify those who are in need of learning or behavioral support beyond universal instruction

1. Assessment tool(s) are used to assess the specific needs of students e.g., reading, writing, mathematics, emotional/behavioral, language proficiency.
2. The school/district has an assessment plan/schedule that reflects frequent and balanced (diagnostic, formative, summative) assessments, ensuring early screening procedures.
3. A plan for team review and analysis of the data, documented and maintained for each student, is implemented to determine instructional decisions.

Progress Monitoring: a set of assessment procedures for determining the extent to which students are benefiting from classroom instruction and for monitoring effectiveness of curriculum

1. Intervention services provide systemic and intentional research-based strategies that meet individual learning needs of students and are frequently (weekly/biweekly) monitored for student progress.
2. A frequent and ongoing method of individual student data collection is in place that reflects a balanced assessment system (diagnostic, formative, summative).
3. A system is in place to document student progress data and is used by staff for team review and analysis to evaluate the effectiveness of instructional decisions based on the data and modified as needed.

Student-based Instructional Services (tiers/levels): multi-level, service-delivery model that incorporates increasing intensities of instruction designed to meet the continuum of student needs

1. School offers a range of research-based instructional and behavioral interventions for any student at risk of not reaching his/her potential.
2. Student instruction is provided in tiers of increasing levels of intensity.
3. All students have access to the universal curriculum in addition to needed levels of supplemental and intensive supports.
4. Procedures for moving from tier to tier are clearly established.
5. Existing tiers of instruction and behavior supports are clearly articulated and understood by all staff.
6. Staff and parents are informed as to the frequency, intensity and duration of an intervention that is needed for effectiveness.
7. The educational system incorporates a variety of research-based strategies such as differentiated instruction, grouping and scheduling to optimize student outcomes.
8. A plan is established to allocate sufficient instructional time and intensity.
9. Group size, instructional time and instructional programs are continually adjusted to respond to student performance.
10. Allocation of staff is used flexibly across all roles to provide various interventions.
11. Research-based instructional programs/materials that address universal, supplemental and intensive interventions are utilized with appropriate student populations.
12. School staff is trained on reliability and fidelity in the administration and scoring of all assessment instruments.

Data-Based Decision Making: an integrated data collection/assessment system to inform decisions at each tier of service delivery; decisions are based on student performance data informed by professional judgment

1. The data used for decisions are derived from assessments used for the purposes of screening, collecting diagnostic information and monitoring progress.
2. Integrated data collection/assessment system is used for instructional goal-setting and to inform decisions at each tier/level of service delivery.
3. The problem-solving team constructs a data plan prior to beginning any intervening services.
4. Success of the intervention is determined by both acquisition of skills and rate of improvement.
5. Comparative data from multiple sources across multiple settings inform decision-making.
6. Data is collected in both academic and non-academic areas.
7. The data used for decisions are derived from assessments that measure student achievement within the context of the classroom curriculum.
8. Staff determines the barriers that inhibit learning and alter instruction based on assessment data.

Learning Environment

Parent/Guardian Involvement: consistent, organized, and meaningful two-way communication between school staff and parents with regard to student progress and related school activities

1. Parents/guardians have multiple opportunities to provide input in their child’s instructional program.
2. Parents/guardians are aware of the explicit process for providing input in decision making.
3. Parents/guardians are involved in the decision-making process when their children transition from tier to tier.
4. Parents/guardians are informed of the elements of the core curriculum that correspond to research-based instruction.

Professional Development: those experiences which systematically over a sustained period of time, enable educators to acquire and apply knowledge, understanding, skills and abilities to achieve personal, professional and organizational goals and to facilitate the learning of students

1. Professional development opportunities are provided to teachers, administrators and paraeducators.
2. Professional development opportunities are available to implement the Program of Studies, Core Content and Academic Expectations.
3. Professional development opportunities are available for teachers in the areas of researched-based curricular programs, implementation of research-based instructional practices, progress monitoring techniques and data collection and analysis.
4. Professional development opportunities are available for teachers, administrators, and paraeducators in each of the components of RTI (tiered service delivery model, universal screening, progress monitoring, data-based decision making, fidelity of implementation and parent involvement).
5. Professional development opportunities are available on the use of universal, supplemental and intensive interventions.
6. Professional development opportunities are available to implement problem-solving teams and collaborative decision-making.
7. Professional development opportunities are available on the change in staff roles and responsibilities in an RTI system.
8. Professional development provides a focus on collaboration among parents, teachers, paraeducators and administrators.
9. Awareness training/communication about the RTI system is available to parents and community.

Efficiency

Leadership: effective guidance from individuals and within groups that focuses on instructional decisions that support teaching and learning, organizational direction, high performance expectations, creating a learning culture, and developing leadership capacity

1. There is district-level support to adopt an RTI model and allocate required resources.
2. There is an understanding of and commitment to a long-term change process (i.e., three or more years).
3. The school has a student assistance team in place.
4. The leadership team guides and monitors implementation and fidelity of the intervention system.
5. The leadership team ensures that the school applies a problem-solving model to make instructional decisions.

Fidelity of Implementation: the delivery of instruction in the way in which it was designed to be delivered; the integrity with which screening and progress-monitoring procedures are completed and an explicit decision-making model is followed (e.g., the implementation of the process, instruction and progress monitoring)

1. There is a systematic process for monitoring the consistency of universal screening tools, progress monitoring, data-based decision making and instructional interventions.
2. Procedures are in place to ensure reliable administration, scoring and analysis of assessments.
3. Instruction is monitored to ensure teachers are using research-based practices to meet the needs of all students.