Practice Profile Template Name: Date: __/__/__ Focused Practice: Clearly Defined Outcomes for this Practice: Critical Component (non-negotiable) Define how this Critical Component contributes to the outcome Ideal (Gold Standard) of the Critical Component Project: Emerging Practice (Acceptable Variation) of the Critical Component Unacceptable Variation of the Critical Component Practice Profile Template Name: Date: __/__/__ Project: RTI – Tier I Focused Practice: Tier I Classroom Instruction Clearly Defined Outcomes for this Practice: After Tier I instruction, 80% of our students will be at Benchmark Level in Reading Critical Component (non-negotiable) 90- minute reading instruction Define how this Critical Component contributes to the outcome Provide time to fully implement Tier I instruction Uninterrupted instruction Ensures continuous reading instruction, time on task, minimize transitions Whole group teacher directed instruction using Harcourt Reading Program Provides access to researchbased grade level content. Ensures horizontal and vertical alignment of content. Provides differentiated instruction that is targeted to the needs of a student Small group teacher directed instruction Ideal (Gold Standard) of the Critical Component Emerging Practice (Acceptable Variation) of the Critical Component Scheduled 90 minute Rescheduling of 90reading block daily minute reading block to accommodate other educational activities Teacher provides Individual student continuous reading bathroom break, inclusion instruction for 90 minutes service Direct Instruction from the TE on each of the 5 essentials of reading. Delivered with fidelity. Enhance weakness in the CORE program with district-approved supplementary materials. Students are grouped by deficit skill. Instruction is provided on specific elements: word study, sight word development, etc. Intentional variation in planning may occur for specific teaching of a skill and/or reading strategy. Unacceptable Variation of the Critical Component Unauthorized day without scheduled 90-minute reading instruction Whole class bathroom break, leaving for a special, student leaving for another service or intervention Instruction occurring without direct reference to TE and not based on one of the 5 essentials. Students grouped by levels of support (benchmark, strategic, intensive) rather than by skill need. Skills taught in isolation.