Enter your school code below before completing the survey. Enter your Full Name. Enter your Email Address. a. Use of problem solving and data driven decision making processes

Not in place Moving in that direction Making good progress Well established practice

b. Focus on problem solving rather than special education referrals

Not in place Moving in that direction Making good progress Well established practice

c. Focus on intervention rather than accommodations

Not in place Moving in this direction Making good progress Well established practice

d. Same grade level teachers have common planning time for data analysis and problem solving

Not in place Moving in that direction Making good progress Well established practice

e. Shared responsibility and collboration among general educators and program specialists (e.g., special education, Title 1, ESL)

Not in place Moving in that direction Making good progress Well established practice

f. Core program addresses 5 components (phonemic awareness, phonics, fluency, vocabulary and comprehension) in an explicit, systematic manner

Not in place Moving in that direction Making good progress Well established practice

g. Core program is research-based and taught with fidelity (i.e., teachers teach the program as intended by publisher in order to maximize effectiveness)

Not in place Moving in that direction Making good progress Well established practice

h. Staff is willing to evaluate its existing core program to determine adequacy and work to supplement any deficiencies

Not in place Moving in that direction Making good progress Well established practice

i. Universal screening system to measure and monitor the development of pre-reading and early reading skills

Not in place Moving in that direction Making good progress Well established practice

j. Progress monitoring is systematic, documented and shared among staff

Not in place Moving in that direction Making good progress Well established practice

k. A data management system is in place and technology support is available at the school and/or district level

Not in place Moving in that direction Making good progress Well established practice

l. Strong instructional leader to organize and guide the development of RtI within the context of the total school

Not in place Moving in that direction Making good progress Well established practice

m. Personnel available to collect and analyze data

Not in place Moving in that direction Making good progress Well established practice

n. Personnel available to provide small group instruction and intervention at Tiers 1-3 in grades K-3

Not in place Moving in that direction Making good progress Well established practice

o. School psychologist trained in RtI procedures to coordinate evaluation/eligibility processes

Not in place Moving in that direction Making good progress Well established practice

p. Instructional materials/programs are available

Not in place Moving in that direction Making good progress Well established practice

q. System in place to evaluate research-based interventions as to integrity/fidelity of implementation (e.g., School curriculum team, district Title 1 personnel, etc.)

Not in place Moving in that direction Making good progress Well established practice

r. Professional development addresses the 5 components of reading instruction

Not in place Moving in that direction Making good progress Well established practice

s. Professional development includes effective use of data, including that obtained from progress monitoring, in making instructional decisions

Not in place Moving in that direction Making good progress Well established practice

t. Professional development addresses research-based interventions

Not in place Moving in that direction Making good progress Well established practice

u. Professional development includes job-embedded components such as coaching, professional dialogue, peer feedback, etc.

Not in place Moving in that direction Making good progress Well established practice

v. Professional development includes a parent engagement component

Not in place Moving in that direction Making good progress Well established practice