Response to Intervention Conceptual Framework Analysis Sheet
Specific Comments:
Page Number Existing Language
Suggested Change
General Comments:
Please fax or mail to:
Dan Farley
New Mexico Public Education Department
300 Don Gaspar Ave., Room 123
Santa Fe, NM, 87501
505-827-6689
Building Response to Intervention
Readiness Checklist
Is your district ready to develop a systematic and robust response to intervention
process? This checklist is provided to assist in answering that question. Designed to
guide a group of district leaders (or their designees), including the District
Superintendent, School Principal, and Special Education Director, through an appraisal
of prerequisite requirements, the checklist can be used to guide systems improvement
decisions that will eventually shape the implementation of the dual discrepancy criterion
for determination of eligibility under the specific learning disability category. The
NMPED will also use the results of the checklist to guide our decision making regarding
selection of schools for the 2005-2006 RtI Pilot Project.
Key systemic areas addressed through the checklist are:
 Leadership
 Teaming (SAT)
 Scientific, Research-based Instruction and Intervention
 Fidelity
 Progress Monitoring
District Name: _____________________________Date: _______________
School Name: ______________________________
Leadership
Established
2
Willing to
Implement
1
No
0
District level support at the highest levels,
including agreement to eventually adopt a dual
discrepancy eligibility model and allocate
required resources
Understanding of and commitment to a long
term change process (3 or more years)
Long term commitment of resources (staff, time
and materials) for screening, core curricula,
progress monitoring, data management, and
interventions
District leadership team with basic knowledge
of the research relative to RtI and the desire to
learn more
Expertise at the district level with respect to
research based practices for academics and
behavior
Narrative: For “Established” items, please use the space below to include specific
information related to the involvement of the School Board, Central Office
Administrators, and Principals. (Use additional space as necessary.)
Narrative: For “Willing to Implement” items, describe current conditions that would
support change in each area. (Use additional space as necessary.)
Teaming (SAT)
Established
2
Willing to
Implement
1
No
0
School has a robust Student Assistance Team in
place, with all roles filled by staff who are
knowledgeable about the process
The school has a commitment to collaborative
teaming (general and special education)
Principal leadership and staff (general and special
education) are willing to participate
Willingness for general education, special
education, and supplemental programs to work
together at both the district and school levels
(special education, Title 1, Title III)
Narrative: For “Established” items, please use the space below to include specific
information related to teaming structures currently in place at the district and school
levels and specific initiatives that involve collaboration between general education,
special education and supplemental programs. (Use additional space as necessary.)
Narrative: For “Willing to Implement” items, describe current conditions that would
support change in each area. (Use additional space as necessary.)
Scientific, Research-based Instruction and
Intervention
Established
2
Willing to
Implement
1
No
0
School uses a research-based core reading
program in grades K-3
School has or can acquire supplemental
intervention materials in reading
School has the capacity to provide ongoing
training and support to ensure fidelity of
implementation
Schools teachers are willing to make data-based
decisions to drive appropriate instruction and
intervention changes.
Narrative: For “Established” items, please use the space below to list the core
reading program(s) adopted by the district/school, any supplemental intervention
materials currently in use, and systems in place to provide training related to their
implementation. (Use additional space as necessary.)
Narrative: For “Willing to Implement” items, describe current conditions that would
support change in each area. Include possible options for funding additional
curricular materials that may be necessary. (Use additional space as necessary.)
Fidelity
Established
2
Willing to
Implement
1
No
0
School administrator completes consistent and
systematic observations of teachers in the school
to ensure fidelity of classroom instruction and
drive professional development considerations
School administrator provides for and attends
trainings regarding appropriate implementation
of core reading program
School administrator is knowledgeable about a
variety of observation techniques, including walkthroughs.
School administrator is an instructional leader in
reading
Narrative: For “Established” items, please use the space below to describe the
observation system used by the district/school, including details about the current
how professional development plans are developed. (Use additional space as
necessary.)
Narrative: For “Willing to Implement” items, describe current conditions that would
support change in each area. (Use additional space as necessary.)
Progress Monitoring
Established
2
Willing to
Implement
1
No
0
School has progress monitoring systems in place
to support the three-tiered model by providing
necessary data (e.g., short-cycle assessments,
DIBELS, CBMs).
School has established student level data
collection and management system that is tied to
the content standards and benchmarks
School has a team that reviews all student
achievement data (NMSBA, short-cycle
assessments, DIBELS, CBMs) to find patterns and
make appropriate programmatic changes
School consistently implements a universal
screening process to gather hearing, vision,
general health and well-being, and language
proficiency status.
Narrative: For “Established” items, please use the space below to describe the data
collection and management system used by the district/school, including details about
the current progress monitoring system and calendar. (Use additional space as
necessary.)
Narrative: For “Willing to Implement” items, describe current conditions that would
support change in each area. (Use additional space as necessary.)
LEADERSHIP RATING
TEAMING (SAT) RATING
SCI/RESEARCH-BASED RATING
FIDELITY RATING
PROGRESS MONITORING RATING
______PTS
______PTS
______PTS
______PTS
______PTS
TOTAL RATING
_____PTS
Summary Statement (check one):
_____ Yes, after review of our responses on the completed Readiness Checklist,
our school is applying to be included in the 2006-2007 RtI Pilot Project beginning in
September of 2006. Our completed Readiness Checklist, received by June 15,
2006, serves as our application to the NMPED.
_____ After review of our responses on the completed Readiness Checklist, our
school is moving ahead with implementation of the dual discrepancy approach to
SLD Identification, based upon RtI. While we are not applying to be part of the
2006-2007 RtI Pilot Project, we do understand that implementation of the RtI model
will be part of our Focused Monitoring expectations.
_____ No, After review of our responses on the completed Readiness Checklist,
our school/district has identified key system requirements which need to be in place
before we have an RtI process that is systematic and robust enough to support dual
discrepancy determination.
Superintendent Signature
Principal Signature
Special Education Director Signature
Date
Date
Date