If work is done at Tier 1 – and not documented – how does that teacher (in the new district) know what has happened?
Activities at Tier 1 of the IDM/RTI process consist of core instruction, differentiated instruction, universal screening measures to determine the adequacy of core instruction, and progress monitoring of those students identified, through the universal screening, as potentially at risk for further difficulty before a decision to move to Tier 2. Any modifications to the core instruction (“extra scoops”, differentiated instruction, informal problem-solving efforts, etc.) are part of the general education record keeping system. If the student responds positively to the core instructional program, which is of course the desired outcome at Tier 1, the school’s screening, assessment, and progress reporting systems will contain this information. The “work” of more individually designed interventions, and Northwest AEA’s documentation of such activities begins when the student is unresponsive to the core instruction at Tier 1 and has moved to the more systematic and intensive process at Tier 2
Related Questions
- What relationship is there between each teachers Professional Development Plan (PDP) and the districts professional development plan?
- May a district, by agreement with a new teacher, increase or decrease the experience necessary for tenure?
- How does a district know whether or not a tenured teacher is returning for the coming year?
