Practice Profile Template
Name:
Date: ____ / ____ / ____
Project: RTI—Tier 1
Focused Practice: Tier I Classroom Reading Instruction
Clearly Defined Outcome/s for this Practice: After Tier I classroom instruction 80% of our students will be at Benchmark Level
in Reading
Critical Component
(non-negotiable)
90-Minute reading
instruction
Define how does this
Critical Component
contribute to the
Outcome?
Provide time frame to
fully implement
critical components of
Tier I instruction
Ideal “Gold Standard”
of the Critical
Component
Scheduled Daily 90minutes of Reading
Emerging Practice
(Acceptable Variation)
of the Critical
Component
Rescheduling of 90minute reading
instruction block to
accommodate other
educational activities
Individual student
bathroom break,
inclusion service
Uninterrupted
instruction
Ensures continuous
reading instruction,
time on task,
minimize transitions
Teacher provides
continuous reading
instruction for 90
minutes
Whole group teacher
directed instruction
using Harcourt
Reading Program
Provides access to
researched-based
grade level content,
Ensures
horizontal/vertical
alignment of content
Provides
differentiated
instruction that is
target to the needs of
a student.
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
supplements.
Students are group by
deficit skill.
Instruction is provide
on specific elements:
word study, sight
word development,
Intentional variation in
planning may occur for
specific teaching of a
skill and/or reading
strategy.
Small group teacher
directed instruction
Unacceptable Variation
of the Critical
Component
Unauthorized day
without scheduled 90minute 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 group by levels
of support (Benchmark,
strategic, intensive)
rather than by skill
need.
Skills taught in isolation.
Practice Profile Template
and appropriate
leveled text.
Independent Practice
Practice enables to
master skills and
strategies to a level of
automaticity.
Assessment
Guides instructional
plans and determines
the effectiveness of
instruction.
Students must be
engaged in meaningful
practice using
independent leveled
text in a variety of
ways (read to self,
read to others, writing
in response to
reading).
Progress monitor 2-4
times per month.
Utilize diagnostic
assessments to
determine specific
deficit. Utilize outcome
to measure
instructional
effectiveness and
growth overtime.
Readiness level
activities at the
appropriate grade level.
Vacation breaks,
student absence.
Guided Reading level
text without any skill
lessons.
Students not engaged in
connected text or
inappropriate level.
Busy work, i.e. stamping
letters, cut and paste
activity, word searches.
Non-reading content,
math station,
worksheets.
Assessments
sporadically
administered.