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.